The Lingering Effects of Zero-Tolerance: Perceptions of Educators and Former Students

Autor/inn/en	Borrego, Ruben; Maxwell, Gerri M.
Titel	The Lingering Effects of Zero-Tolerance: Perceptions of Educators and Former Students
Quelle	In: Research in Higher Education Journal, 40 (2021), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3432
Schlagwörter	Zero Tolerance Policy; Student Attitudes; Educational Change; Expulsion; Justice; School Safety; Hispanic American Students; Administrator Attitudes; Texas + Suchen Sie Ihr Suchwort? Schülerverhalten; Bildungsreform; Relegation; Gerechtigkeit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	Long-term effects associated with the use of zero-tolerance policies and lack of restorative discipline strategies used with expelled students in a local Lower Rio Grande Valley school district revealed that students' lives were impacted negatively by educators who practiced a one-size-fits-all approach to school discipline. Marginalization of expelled students impacted transition back to their home campuses. This study informs a gap in the literature and overarching concerns regarding whether zero-tolerance policies have made schools safer (Hyder & Hussain, 2015). Results from the participant data in this inquiry divulged two perspectives. The educator perspective was that zero-tolerance was good for the school, minimally impacted the student body as a whole, taught students limits, and was an effective way to control student behavior. The former students' perceptions were very different as they revealed the escalation, separation and stigmatization as part of their lived experiences (Clandinin, et al., 2006). (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01