Abstract
Despite increased professional attention to the role of culture in school environments, implications of the construct for student behavior remain underexamined. The purpose of this article is twofold. First, I examine factors that contribute to the overrepresentation of black male students in school exclusion rates from a cultural perspective. Secondarily, I set forth and discuss several broad guidelines for how teachers should approach disciplinary concerns for diverse students. Irvine's (1990) conceptualization of cultural synchronization frames the article's discussion and conclusions.
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