Volume and Verve: Understanding Correction/Behavioral Warnings in Teacher–Child Classroom Interactions Involving an African American Kindergarten Student

Abstract

Purpose Using a framework of culturally and linguistically responsive classroom management, this study employed both quantitative and qualitative analyses of ethnographic data to illustrate patterns of corrections/behavioral warnings in teacher–child interactions for an African American child in the classroom. Method Three child participants and their teacher were recruited for the study: MJ, an African American kindergartner, the focal child, and two same-sex Filipino classmates who spoke a nonmainstream dialect of English, Ben and Leo, for frame of reference. None of the three boys were diagnosed with language-learning difficulties. Data analyses included (a) categorical analyses of observational field notes taken across a 7-week period of classroom observation and (b) situated discourse analysis taken from video-recorded small group literacy lessons also in the classroom. Results Two key findings emerged. First, MJ, the focal participant, received a relatively high frequency of correction/behavioral warnings, both relative to the other forms of teacher-initiated interaction and also relative to his two classmates. Second, the majority of MJ's corrections/behavioral warnings were directed toward his volume and verve—features that have been associated with the communication style of many African American students. Conclusions We need to include teachers and administrators in our discussions about the communication style of African American students and broaden these discussions to explicitly consider the influence of nonverbal features, such as volume and verve, on patterns of teacher–student communication interactions. In particular, such communication features may be contributing to high-stakes outcomes for African American children, such as referrals, diagnoses, educational placements, and disciplinary actions.