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Although a significant body of research addresses teachers’ perceptions of student disruption, the views of African American teachers remain underrepresented. In particular, little is known about African American teachers’ disciplinary practices with students of the same race. The purpose of the current study was to examine if and how the concept of cultural synchronization relates to an African American middle-school teacher’s responses to student disruption. Qualitative data were gathered from an eighth-grade classroom in a public, urban middle school. The findings suggest that cultural synchronization between the teacher and her students contributed to an effective style of classroom management that differs from traditional models. The discussion highlights the importance of cultural issues as related to effective disciplinary tactics for urban African American students.
Monroe et al. (Sat,) studied this question.