Racial disproportionality in school discipline is a major U.S. educational problem. Official data show that Black boys are disciplined at the highest rates of any racial and gender subgroup. Scholars suggest the “criminal” Black male image shapes teachers’ views and treatment of their Black male students. Yet few studies examine the everyday mechanisms of racial discipline disparities, particularly in early childhood. This study uses ethnography to understand first-grade teachers’ disciplinary interactions with Black and White boys. The findings uncover teachers’ racialized disciplinary practices via differential surveillance of, differential engagement with, and differential responses to noncompliance from Black and White boys as key mechanisms that reproduce unequal disciplinary experiences in early childhood education.

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寻找麻烦：教师的种族化做法如何使幼儿期的纪律不平等长期存在

学校纪律中的种族比例失调是美国教育的一个主要问题。官方数据显示，黑人男孩受到纪律处分的比例是所有种族和性别亚群体中最高的。学者们认为，“犯罪”黑人男性形象塑造了教师对黑人男学生的看法和待遇。然而，很少有研究探讨种族纪律差异的日常机制，特别是在幼儿期。这项研究利用人种学来了解一年级教师与黑人和白人男孩的纪律互动。研究结果揭示了教师通过对黑人和白人男孩的不同监督、不同参与和对不遵守规定的不同反应而采取的种族化纪律做法，这是在幼儿教育中再现不平等纪律经历的关键机制。