Alonzo, JulieSpitzer, Dayle2021-11-232021-11-232021-11-23https://hdl.handle.net/1794/26849As evidenced by differences in student achievement data, graduation rates and incarceration rates, Latino youth, and males in particular, are finding less success in schools and communities than their white peers. The issue of classroom redirection—to comply with rules, directions or refocus— is of particular concern because the interactions disproportionately result in disciplinary referrals and missed class time. In schools, the redirection interaction is different for each student and teacher, and inherent power dynamics, perceptions of respect and language skills and use play a role. This issue was analyzed through a framework called the Prism Model. The model considers academic development, language, and cognitive development as the frame of the socio-cultural base of individuals. High school Latino males and their teachers from a large suburban district completed parallel surveys in a mixed method design. T-tests were run on quantitative measures to identify differences in group means, indicating statistically significant differences in perceptions. Differences were found between students’ and teachers’ perceptions of respect between teachers and students, both in terms of how that respect is demonstrated and the degree to which students felt respected by their teachers. Statistically significant differences between students and teachers were also found in perspectives of power dynamics and language use. Clustering qualitative data identified key differences between students’ and teachers’ perceptions of how students should interact with their teachers, with Latino males often complying with teacher requests while having limited verbal interactions whereas teachers expected the Latino males to demonstrate more self-advocacy, problem solving, and seeking of clarification.en-USAll Rights Reserved.CultureDisciplineEnglish LearnersLanguagePower DynamicsRelationshipsElectronic Thesis or Dissertation