A Crisis of Authority in Predominantly Black Schools?
Analyze reports of problem behavior from teachers and administrators and see if they differ from those in integrated and non-Black schools. How does the prevalence of developmental instruction vary across schools with different racial compositions?
Journal Name or Institutional Affiliation:
Teacher College Record
Vol. 112, No. 5, pp. 1247-1274
- Teachers are much more likely to report incidences of problem behavior in predominantly Black schools. Consequently, the instructional environment in predominantly Black schools and classrooms is tailored somewhat to reduce classroom disruptions and maintain an orderly environment.
- Teachers in predominately Black schools report substantially more problem behavior than integrated/non-Black schools.
- Predominantly Black classrooms were more likely to engage in seatwork and reading aloud, and less likely to engage in question-and-answer sessions. These forms of instruction share two common features: they are no interactive and highly controlled by the teacher.
- There is convincing evidence that many predominantly Black schools have poor behavioral climates.
- Teachers in predominantly Black schools do modify their instruction somewhat in response to their students' behavior, but the difference is modest.
- Although many teachers in predominantly Black schools struggle with the behavioral climate in those schools, at least with respect to teachers' instructional approach, the behavioral climate does not yet constitute a crisis.
Journal Article Empirical Research
Behavior, Composition, Discipline, Instruction, Racial Composition, Teachers, Tracking
Secondary Survey Data
Method of Analysis:
Unit of Analysis:
- Three sources of data: the 2003-2004 Schools and Staffing Survey (SASS), the Chicago School Study (CSS), and the Partnership for Literacy Study (Partnership).
- Data from more than 90,000 students and 9,000 teachers in 580, elementary, middle, and high schools.
- All participating public school students and teachers in the Chicago Public Schools.
- DV: Prevalence of developmental instruction
- IV: School racial composition