The Process of "Pushing Out": Accumulated Disadvantage across School Punishment and Math Achievement Trajectories

Autor/inn/en	Jabbari, Jason; Johnson, Odis, Jr.
Titel	The Process of "Pushing Out": Accumulated Disadvantage across School Punishment and Math Achievement Trajectories
Quelle	In: Youth & Society, 54 (2022) 6, S.911-934 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jabbari, Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X211007175
Schlagwörter	Disadvantaged; High School Students; Ethnicity; Mathematics Achievement; Longitudinal Studies; Correlation; Punishment; Race; Student Attitudes; Discipline; Educational Policy; Behavior Problems; Academic Failure; Mathematics Education; Course Selection (Students); Dropouts; African American Students; Hispanic American Students; Self Efficacy; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnizität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Bestrafung; Rasse; Abstammung; Schülerverhalten; Disziplin; Politics of education; Bildungspolitik; Mathematische Bildung; Course selection; Kurswahl; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Self-efficacy; Selbstwirksamkeit
Abstract	Students drop out of school for a variety of reasons, yet are "pushed out" when they exhibit traits that are deemed undesirable to school officials, such as misbehavior and academic failure. While much of the previous research on pushouts views the phenomenon as a discrete occurrence often attributed to either misbehavior or academic failure, we recognize the underlying relationships between punishment and achievement, and therefore conceptualize pushing out as a process of both disciplinary involvement and academic exclusion over time. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09), we find that significant relationships among punishment and math achievement (including math attitudes, ability, and course-taking) have the effect of pushing students out of high school over time. We note the importance of race and ethnicity within these relationships and close with a discussion of policy implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01