Why Are "Bad Boys" always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change

By Carla R. Monroe. 2005

333 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4ee0bdf18578bde85a47e9da6bb310c79dccdc60

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In Education

Citations in the corpus

Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, background): “Likewise, because of the difference in expectations and practices between home and school, many of the typical school discipline strategies are contrary to those that are used in the homes of minority students (Monroe, 2005).”
Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders (2011, background): “Monroe (2005) purported that Black boys are disproportionately disciplined because teachers subconsciously embrace stereotypical images of Black males as violent and hostile.”
Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals (2010, background): “, suspensions) reflects a potential cultural bias embedded in school discipline practices (Monroe, 2005; Townsend, 2000).”
Black Male Perspectives on Their Educational Experiences in High School (2012, background): “There is little question that excluding Black males from class will adversely affect their educational opportunities and the overall climate of the class (Lee, Gregory, & Fan, 2011; Monroe, 2005; Noguera, 2003; Thompson, 2004).”
Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support (2011, background): “…by complex cultural contexts (Bandura, 2002), (b) multiple and often culturally divergent environments affect behavior (Delpit, 1992; Noguera, 2003), and (c) school cultures are intended to be environments where differences among students are a source of enrichment for all (Monroe, 2005, 2009).”
African American Male Discipline Patterns and School District Responses Resulting Impact on Academic Achievement: Implications for Urban Educators and Policy Makers (2010, unknown): “Monroe‘s (2005) study, Why Are “Bad Boys” Always Black? Causes of Disproportionality in School Discipline and Recommendations for Change stated:”
“They Think Minority Means Lesser Than” (2013, background): “…records evidence the consequences of disciplinary racial microaggressions; Black males accounted for almost 40% of student suspensions, a statistic unfortunately consistent with the larger research literature on Black male suspension rates (Mendez, Knoff, & Ferron, 2002; Monroe, 2005; Skiba, 2001).”