Disciplining Difference(s): Reproducing Inequalities through Disciplinary Interactions in Preschool
Disciplining Difference(s): Reproducing Inequalities through Disciplinary Interactions in Preschool
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纪律差异：通过学前班的纪律互动再现不平等
DOI：
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发表时间：
2020
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影响因子：
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通讯作者：
H. Gansen
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文献类型：
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作者：
H. Gansen
本文提供了一个扩展的概念化和检查幼儿的经验，学校纪律的不平等，其中包括各种行为管理方法（即，惩罚性纪律和积极的纪律），学前教师在应对学生的行为（例如，不遵守）。我从人种学观察三所幼儿园（共9间教室）不同的种族和社会经济的教室组成的数据。我发现，教师对来自特定种族、性别和社会经济背景的学生的行为管理方法各不相同（即，低社会经济地位的女孩和中产阶级的黑人男孩）有助于儿童的等级身份群体在学前班教室：“好孩子”与“麻烦的孩子。”具体来说，想象中心的孩子从教师对低SES女孩行为的不同纪律反应中获得的信息，以及儿童公司的孩子从教师对中产阶级黑人男孩行为的不同纪律反应中获得的信息，塑造了他们对应该或不应该与谁交往的理解。调查结果揭示了学校一级的纪律做法/文化（例如，积极的纪律而不是惩罚性的纪律）可以帮助减轻一些学前班教室中明显的纪律不平等现象。此外，这些数据说明了幼儿教师的行为管理的差异方法如何影响一些边缘化的学生的纪律不平等的经验，早在学前班。
This article offers an expansive conceptualization and examination of young children’s experiences of school discipline inequalities, which includes the variety of behavior management approaches (i.e., punitive discipline and positive discipline) that preschool teachers differentially use in response to students’ behavior (e.g., noncompliance). I draw on data from ethnographic observations in three preschools (nine classrooms total) with different racial and socioeconomic classroom compositions. I find that teachers’ varying approaches to behavior management for students from particular racial, gender, and socioeconomic backgrounds (i.e., low-SES girls and middle-class black boys) contributes to children’s hierarchical identity groups within preschool classrooms: “good kids” vs. “troublemaking kids.” Specifically, the messages children at Imagination Center received from teachers’ differential disciplinary responses to low-SES girls’ behaviors, and the messages children at Kids Company received from teachers’ differential disciplinary responses to middle-class black boys’ behaviors, shaped their understandings of whom they should or should not associate with. The findings reveal how school-level disciplinary practices/cultures (e.g., positive discipline rather than punitive discipline) can help to alleviate disciplinary inequalities apparent in some preschool classrooms. Additionally, these data illuminate how preschool teachers’ differential approaches to behavior management affect some marginalized students’ experiences of discipline inequalities as early as preschool.