SCHOOL DISCIPLINE PROBLEMS

The purpose of this paper is to examine the status of African-American males with respect to presenting discipline problems in school. The scope of discipline as a problem for African-American males is compared for both predominately black and predominately white schools in order to explore for possible differences. Finally, factors proposed as causative in the problem as well as strategies for lowering levels of problematic behavior are delineated and discussed.

Discipline Problems of African-American Males

According to Lindholm (1987), African-American children have a higher incidence of behavior problems (both in school and in general) than do white children, and these problems are particularly acute among African-American males. These conclusions were based on a comparison of 614 black and 1,162 white children's scores on the Behavior Problem Checklist.

In terms of problematic behavior in school, Grant (1985) reports that African-American males are somewhat more susceptible to problems concerning discipline than most other student groups. In her study, Grant observed six desegregated first grade classrooms in predominantly white working-class communities near a large Midwestern city. Twenty percent of the 139 students in the observed classrooms were African-American males.

Grant's observations consisted of: (1) teachers' (three black and three white) p

. . .
ss satisfied with the school's interpersonal environment; (3) preferred avoidance or aggressive strategies for solving problems; (4) relied less on school personnel for solving conflicts; and (5) were less satisfied with the school's mechanism for controlling students. Pharr and Barbarin stated that pattern of these findings clearly demonstrated that the nonsuspended students demonstrated a better fit with the school environment. It was also concluded that findings suggested a possible solution. This solution is for educators to understand that some aspects of the school environment may pose difficulties for students of diverse cultural backgrounds. It is recommended that educators first determine precisely what these factors are and then make adjustments to minimize poor fits between suspended students and school expectations. According to Dandy (1990), other factors that have been postulated to be causally related to behavior problems among African-American children in general and African-American males in particular include:(1) cultural determinism; (2) attitudes of resistance and antagonism on the part of white teachers and counselors; (3) lack of information on the part of non-white teachers and counselors;
. . .

Some common words found in the essay are:
Charleston SC, Behavior Checklist, Dandy African-American, African American, Whites Regarding, Malcolm Academy, Pharr Barbarin, Task Force, According Dandy, SOLUTIONS Introduction, african-american males, discipline african-american males, african american, discipline african-american, african-american male, malcolm academy, task force, black males, african-american children, pharr barbarin, problematic behavior, african-american male task, male task force, scope discipline african-american, behavior african-american children,
Approximate Word count = 2864
Approximate Pages = 11 (250 words per page)

More Essays on SCHOOL DISCIPLINE PROBLEMS