Defense Date

3-10-2006

Availability

Worldwide Access

Submission Type

dissertation

Degree Name

EdD

Department

Interdisciplinary Doctoral Program for Education Leaders (IDPEL)

School

School of Education

Committee Chair

Rodney Hopson

Committee Member

Connie M. Moss

Committee Member

Daniel Morrow

Committee Member

Jerome Taylor

Keywords

alternative school, cultural mismatch, iatrogenic harm, urban education

Abstract

A cultural mismatch among African American school students and their teachers, due to diverse values, norms, and expectations, often provokes inappropriate teacher response to student conduct, thereby inciting disruptive student behavior. The management of this diversity when the environment is devoid of a teacher's sensitivity to the student's life can impact students' behavior, and ultimately, initiate an alternative school referral. This study examines such student-teacher interactions through the lens provided by the analogous dynamics of iatrogenic harm, wherein an intervention by a medical or other specialist results in additional impairment or disease. This study intends to reveal, through the voice of the urban African American alternative school student, how a teacher's response to student behavior can inadvertently create a condition in the student that spurs problematic behavior. What is crucial to positive environment maintenance is the teacher's understanding of how culturally motivated actions can be construed as negative. Their choice to respond in a way that creates positive interaction can help strengthen the student/teacher relationship. Through stories of the researcher, participants, and other students, this study will qualify the unspoken, and glorify the lives of those who might otherwise not be heard.

Format

PDF

Language

English

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