ERIC Number: ED396041
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
Urban Classroom Conflict: Student-Teacher Perception: Ethnic Integrity, Solidarity, and Resistance.
Sheets, Rosa Hernandez
This study compared student-teacher perception about discipline, investigated whether it was interpersonal, procedural, or substantive, and examined how ethnicity, achievement, gender, and position influenced practice. G. Gay's theory (1981) about interethnic group interactions combined with perceptual disparity and cultural discontinuity provided the conceptual framework. Data sources were interviews, classroom observations, and school records. Sixteen African American, Chicano, European American, and Filipino students and nine teachers from an urban high school participated. The data analysis revealed that interpersonal conflicts were more consequential for students of color. Evidence of disparate perceptions among ethnically diverse students and teachers surfaced. The attitudes, beliefs, and values of students and teachers differed and were associated with ethnicity, gender, and level of academic achievement. The investigation did suggest that students were not as powerless as some might think, and that they often acted deliberately on their beliefs, rather than merely reacting to the behaviors of others. (Contains 29 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: European Americans
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).