Exploring Teacher Beliefs and (Mis)Behavior: A Critical Qualitative Study

• In Event: AERA Roundtable Session Wednesday 7:45 am
  In Roundtable Session: Centering Student & Teacher Experiences in Educational Research

Abstract

Racial disparities in school discipline begin as early as preschool and disproportionately affect Black students. This qualitative study explores elementary teachers’ beliefs about student behavior and how those beliefs may influence their disciplinary decisions, particularly for students of color. Guided by Critical Race Theory and using reflexive thematic analysis, two focus groups were conducted with elementary teachers. Findings reveal a tension between teachers’ intentions to build community and their deficit-framed descriptions of student behavior. The study highlights the need for more teachers of color, the potential relationship between teacher beliefs and student behavior interpretations and emphasizes the need for racial literacy and equity-centered professional development in disrupting exclusionary discipline practices.

Authors

• Essence Noel, California State University - Sacramento

• Addison Duane, Sacramento State University