He Can Play, But...: Investigating Teachers' Use of Exclusionary Discipline Practices During Black Boyhood Play

• In Event: Reimagining Play: Critical Examinations of Gender, Race, and the More Than Human

Abstract

Given that childhood play is beneficial to young children, teachers’ use of exclusionary discipline practices during play can exacerbate opportunity gaps between Black boys and their White counterparts. However, scholars have understudied teachers' use of exclusionary discipline practices during Black boyhood play. Drawing on Black Critical Theory, Black Male Studies, and BlackCrit case study , we aim to explore teachers’ use of disciplinary practices during Black boyhood. The following research question guides this research study: What type of exclusionary discipline practices do early childhood teachers use during Black boyhood play? Findings suggest that teachers use what we term the three antiblack misandric restrictions during boyhood play which include: (a) restriction of time; (b) restriction of space; and (c) restriction of interactions.

Authors

• Nathaniel Bryan, Miami University

• Alejandro Baker, Miami University - Oxford

• Rachel McMillian, University of Illinois at Urbana-Champaign

• Michelle DeJohnette, San Diego State University