Emotional Behaviour in African-American Students Case Study

The study identified positive behaviour and measures of combating emotional behaviour in African-American Students. The study assessed the activities of African-American students, mechanisms of learning, and the propensity to acquire knowledge (Johnson, 2002). The benefits of the study should be integrated in learning institutions to inform teachers on skills of African-American students. To gain knowledge of the development of the African-American student, nine measurements must be analyzed. The measurements include:

1. Social time perspective
2. Communalism
3. Individualism
4. Verve
5. Movement
6. Spirituality
7. Harmony
8. Affect
9. Oral tradition

The measurements formed the conceptual framework of the research. The study reviewed three strategic questions. The questions include

1. What cultural dimensions can be identified with an emotionally challenged student?
2. What methods of learning are attributed with a BED student?
3. How do African American students integrate with other BED students?

The sample was collected from the Midwest district. The population of students in the schools was 15, 762. 21% of the populations are African-American students. The survey analyzed students with special education. African American students represented 37 percent of the population. Two class units were used for the study and 13 observations were analyzed in four months. The observations were carried out in class A and B.

Four observations were analyzed in class a, two in class B and three observations were analyzed in the field. The observation included 11 students in class A 12 students in class B. The number of African-American students under observation influenced the need for change. Data was collected using two techniques; inquiry and observation. Social time perspective explains the way we analyze the future. Our orientation concerning change, attitude, and behaviour is linked with personal development.

Communalism defines our commitment towards social responsibilities. Individual ability connects with social bonds. Individualism determines our response speed, communication skills, and expressions.

Verve determines our active ratio. The level of energy utilized in a task is influenced by the propensity to develop the mind. Movement defines the rhythm in our expressions. Harmony provides a balance between elements of nature and the environment. Affect defines or emotions towards social activities. Spirituality defines our connection to vital forces (Johnson, 2002).

Case study

Introduction

The case study analyzed literatures on African-American education. The placement of these students in special classrooms was reviewed. The cast study examined the reasons for the placement and the challenges encountered. The paper analyzed learning strategy, teachers training curriculum and behaviour, student behaviour, a cultural imbalance among African-American students and their instructors, family background, environmental and ecological determinants, historical assessment to mention a few (Condrington, 2012).

The study of the student’s development and education provided the need for change. A review of literature established the need to overhaul teacher training facility, attitude and development. The review provided solutions, which include student’s behaviour change, review of educational structures, equality and family involvement. The case study reflected on the benefits of an African reform association and the establishment of African education centers to assist the minority (Condrington, 2012).

Description of the case

The disproportionate placement of African-American students exists over decades. Educational inequalities among African-American students remain unchanged despite legal clarification and judgments. African-American students are pronounced fit for special education without observation. Teacher’s inability to understand their cultural differences influenced the inequality. The effects of the over placement of the African-American child can be analyzed using different concepts.

1. Students are relegated below educational standards.
2. Special programs restrict the student’s developmental skills.
3. Students are excluded from mainstream education.
4. Teachers in special centers examine the student’s behaviour and do not complement their academic capacity.
5. The students become school drop outs.
6. The learning environment limits their learning skills.
7. The learning environment is a confined environment and the students become timid and hostile to normal life. The study examined students with special challenges. Student’s disability ranges from personal disorders to behaviour change. 70% of the sample revealed a misinterpretation of the student’s abilities. 15 male students and 5 female students participated in the research.

Observations

IEP goals provide the platform for quality education. The study revealed strong educational ability of students in special programs. The study analyzed 5 students from a correctional facility and their parents. The history of these students was collected using statistical techniques. The interview session included parents, teachers and physiologist. The interview was conducted using random sample method.

Summary of outcome

The study revealed systemic factors as the causes of the inequality among African-American students. The factors include institutional racism, ecological context, teacher training, teacher bias, cultural insensitivity, school therapist, family history and student’s behaviour.

Application of the study

The recommendations centered on teachers training, behaviour and training technique. Parents and the community play an important role in molding the child’s ability. Policy makers must review the segregation act and enforce an effective assessment plan. African-American students are wrongly diagnosed because of racial imbalance. The creation of an African think tank will assist in the development of African-American students.

Questions for reflection

1. What measures would effectively reduce the educational imbalance?
2. How can we correct over placement of African American students?
3. How do we effect policy change?
4. When should we implement the resolutions?

References

Condrington, J. (2012). Special education and the mis-education of African-American children: A call to action. Web.

Johnson, W. (2002). Dimensions of African-American culture among students identified as having behavioral/emotional disorders. Web.