Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

You searched for id:"oai:etd.ohiolink.edu:ysu1532983206699568". One record found.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Youngstown State University

1. Zitnik, Ruth E. Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System.

Degree: Doctor of Education (Educational Leadership), Department of Counseling, School Psychology and Educational Leadership, 2018, Youngstown State University

This research study, utilizing Q Methodology, supplements understanding the subjective perspective of secondary urban educators regarding disciplinary practices in their classrooms. The mixed methods’ approach extracts two distinct viewpoints, the Relationship Builders and the Confident Pragmatic. The Relationship Builders indicates that race had no impact on the decision to remove a student from the classroom for misbehavior. However, intentions are misaligned with decisions and actions, suggesting implicit bias infiltrates desired outcomes. The impact of teacher beliefs on outcomes for African American males are revealed to be significant. Implications for teacher preparation and on-going professional development suggest that engaging the emotional intelligence can align intention with practice, altering the trajectory for males of color. Advisors/Committee Members: Larwin, Karen (Advisor).

Subjects/Keywords: Education; disproportionate; race; teacher beliefs; discipline; African American males

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zitnik, R. E. (2018). Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568

Chicago Manual of Style (16th Edition):

Zitnik, Ruth E. “Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System.” 2018. Doctoral Dissertation, Youngstown State University. Accessed August 18, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568.

MLA Handbook (7th Edition):

Zitnik, Ruth E. “Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System.” 2018. Web. 18 Aug 2018.

Vancouver:

Zitnik RE. Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System. [Internet] [Doctoral dissertation]. Youngstown State University; 2018. [cited 2018 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568.

Council of Science Editors:

Zitnik RE. Disproportionate Disciplinary Outcomes for African American Males: How Teacher Beliefs Impact the Point of Entry into the Disciplinary System. [Doctoral Dissertation]. Youngstown State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1532983206699568

.