Black Males and Discipline Problems
This data analysis process is done for a research problem on trying to understand and uncover the lived experiences and perceptions of black males and the surrounding stereotypes of the African American community concerning discipline practices and techniques in schools. Qualitative data analysis is used for the collection of data for this analysis. Qualitative analysis uses previously published research documents by searching and arranging then for the researcher to understand and translate the current research topic. This method includes analyzing previously analyzed interview data (Lemon & Hayes, 2020). The subjects of study for this analysis were the black males in both public and private schools. The location for these schools was in the Texas metropolitan, Texas suburban, and in Houston. This study was conducted for the students between the grades of nine to twelve all across the areas mentioned. Previous documents like research topics answered interview questions and responded to questionnaires completed in these schools were collected and for compilation and studying for the particular research topic. The type of data collected was about how the black males in these areas were being treated and what stereotypes existed about disciplinary behaviour. Each grade was categorically separated and studied separately first. The schools in each location mentioned above were studied separately per site. The age of the students was also categorized and studied all across the different schools. The data for each school was collected independently and then first joined together with other schools in the region then hooked to all the other locations in the area of study. The data that was being examined was about the truth in the stereotypes, where it is accurate, and not valid. Which age had a higher degree of ODR (Office Discipline Referrals) and the reasons as to why?
The study’s first observation was that many black students tend to be suspended more or subjected to Office Disciplinary Referrals more than the other kids. Many of the black males in these schools have to get punishments that are quite harsh compared to another student that may have done the same (Bottiani, Bradshaw, & Mandelson, 2017). The black males from the lower grades do not get involved much in disciplinary issues than the older ones. Some do not adhere to the school’s rules, leading to disciplinary, thus leading to being defiant. These black male students are punished depending on the teacher providing the punishment and use of clear regulations of dealing with a specific type of indiscipline. Those teachers deal with disciplinary behaviours well in that the student reforms, but some make it worse.
The first made about the black males being suspended more or having many disciplinary cases than the others is their general behaviour and their perception about disciplinary. Many people have different definitions of discipline and how the measures for corrective are administered. Most of these students may have their problems that lead to their lack of discipline in their schools. Some of these reasons may include; being fatherless, being an immigrant, and being an athlete (James, 2012). Being an athlete may seem odd, but the best athletes in most schools tend to act differently because they know that the school values them. They cannot be subject to punishment and end up doing something irreversible and facing severe disciplinary issues like expulsion. Some of these students may have problems at home, and coming to school is the only place where they get to find people who can put their frustration on and end up causing indiscipline. Some of these students sometimes face the racialization and marginalization. The only way they feel like they can feel better from this is through their physicality via some violent activities in school like bullying others.
Most black males do not get the same upbringing like the rest of their counterparts, some of them can be immigrants, and it may take a while before these students become familiar with the new place’s ways and it may take some time. These students may have been used to some rules that are not similar to the new site laws, thus making it a problem for them to adjust to the new environment. Even though some of these males tend to have discipline problems, other black males do not have any discipline questions. These are outstanding students who are overshadowed by the few black students who do not adhere to the schools’ rules. Teachers are the ones who understand and know if a particular student of his or hers can do something wrong or right. This is why these students’ teachers are supposed to be involved in disciplinary measures for this student and can discern who can or who cant. The findings showed that black students tend to be discriminated and cannot be admitted to some schools because of their race and ethnicity (Blair, 2001). This is due to the stereotypes that have spread all around about black students being indisciplined. While there may be some truth in these stereotypes, the number of black males whose truth is in the stereotype is deficient compared to those who do not have a problem with discipline. Schools should consider what these people are going through and try to help them get out of their situations. It should not be severe punishment; some of these students always need help through therapy or any other method to help them.
References
Blair, M. (2001). Why Pick on Me? School Exclusion and Black Youth. Sterling: Stylus Publishing, LLC.
Bottiani, J. H., Bradshaw, C. P., & Mandelson, T. (2017). A multilevel examination of racial disparities in high school discipline: Black and white adolescents’ perceived equity, school belonging, and adjustment problems. Journal of Educational Psychology 109 (4), 532.
James, C. E. (2012). Students “at-risk” stereotypes and the schooling of Black Boys. Urban Education 47(2), 464-494.
Lemon, L. L., & Hayes, J. (2020). Enhancing the trustworthiness of qualitative findings: Using Leximancer for qualitative data analysis triangulation. The Qualitative Report 25(3), 604-614.
Talbert, T. (2020). Qualitative Data Analysis Overview QDA. Baylor University. School of Curriculum and Instruction.