Boyd, April2025-07-242025-07-242020https://hdl.handle.net/10267/36831This 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.All materials in this collection are copyrighted by Rhodes College and subject to Title 17 of the U.S. Code. This documentation is provided for online research and access purposes only. Permission to use, copy, modify, distribute and present this material, without fee, and without written agreement, is hereby granted for educational, non-commercial purposes only. The Rhodes College Archives reserves the right to decide what constitutes educational and commercial use. In all instances of use, acknowledgement must be given to Rhodes College Archives and Special Collections, Memphis, TN. For information regarding permission to publish this material, please email the Archives at archives@rhodes.edu.Literacy—United StatesBehavior disorders in children—United StatesEducation, Urban—United StatesCritical pedagogyAfrican American students—Education—United States