Students of color in urban areas experience a multitude of intersecting oppressive structures that influence their behavior in schools. Colorblind approaches to student misbehavior, those that do not acknowledge students’ environments and cultures, are often punitive in nature and result in consequences that are not in students’ best interests. Altheria Caldera suggests preservice teachers who aim to teach in urban schools should consider contextual and cultural influences on student behavior as part of their teacher preparation coursework. 

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