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Master's Thesis: "I'd Rather Be in Trouble Than Be Embarrassed": A Literature Review of the Relationship Between Behavior and Literacy in Urban Schools

Boyd, April
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Boyd, April
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Literacy—United States, Behavior disorders in children—United States, Education, Urban—United States, Critical pedagogy, African American students—Education—United States
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April Boyd Final Draft.pdf
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https://hdl.handle.net/10267/36831
Abstract
This thesis explores the connection between literacy development and student behavior in urban elementary schools, arguing that disruptive behavior often stems from students'discomfort with their reading abilities. Using a Critical Race Theory (CRT) framework, Boyd critiques how systemic racism, poverty, and punitive school environments contribute to literacy struggles and behavioral issues among students of color. The literature review categorizes research into three areas: the historical education debt, the behavioral impact of academic struggle, and instructional strategies that address both. Boyd emphasizes that traditional classroom management often criminalizes students rather than supporting their academic and emotional needs. The study calls for culturally responsive, trauma-informed, and literacy-centered teaching practices that affirm students'identities and promote equitable learning environments.
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