Elementary Teachers' Attributions for Racially Minoritized Students' Classroom Behaviors.

This article examines elementary teachers' perceptions and attributions regarding challenging behaviors exhibited by racially minoritized students, focusing on how race, culture, and ethno-racial mismatch influence disciplinary disparities. Through semi-structured interviews with nine teachers serving predominantly Black students, findings reveal that teachers often attribute student behaviors to external factors such as family circumstances, home environment, and cultural differences, with White teachers frequently reflecting on their limited exposure to minoritized communities. The study highlights how the predominantly White, middle-class teaching workforce's lack of cultural familiarity can lead to deficit-based views and disproportionate disciplinary actions against racially minoritized students. It advocates for integrating the Community Cultural Wealth (CCW) model and culturally responsive teaching in teacher education to shift from deficit perspectives toward asset-based approaches that recognize and build upon students' cultural strengths. The article also underscores the need for teacher self-reflection, improved preparation programs, and increased teacher diversity to foster equitable educational outcomes.