Overrepresentation of African American Students in Exclusionary Discipline: The Role of School Policy

Autor/inn/en	Fenning, Pamela; Rose, Jennifer
Titel	Overrepresentation of African American Students in Exclusionary Discipline: The Role of School Policy
Quelle	In: Urban Education, 42 (2007) 6, S.536-559 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085907305039
Schlagwörter	Stellungnahme; African American Students; Discipline; Correctional Institutions; School Policy; Discipline Policy; Correlation; Suspension; Expulsion; Males; Poverty; Low Achievement; Teacher Attitudes; Classroom Environment; Labeling (of Persons); Minority Group Children; Disadvantaged Youth; Social Bias; Disproportionate Representation + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Disziplin; Jugendstrafvollzug; Schulpolitik; Disziplinarmaßnahme; Korrelation; Ausschluss; Schulausschluss; Relegation; Male; Männliches Geschlecht; Armut; Unterdurchschnittliche Leistung; Lehrerverhalten; Klassenklima; Unterrichtsklima; Labeling-Ansatz; Benachteiligter Jugendlicher
Abstract	The overrepresentation of ethnic minority students, particularly African American males, in the exclusionary discipline consequences of suspension and expulsion has been consistently documented during the past three decades. Children of poverty and those with academic problems are also overrepresented in such discipline consequences. Sadly, a direct link between these exclusionary discipline consequences and entrance to prison has been documented and termed the "school-to-prison pipeline" for these most vulnerable students. In this article, the authors argue that ethnographic and interview data would support teachers' perceptions of loss of classroom control (and accompanying fear) as contributing to who is labeled and removed for discipline reasons (largely poor students of color). Exclusionary discipline consequences are the primary medium used once students are sent from the classroom. The authors recommend substantial revisions to discipline policies consistent with models of positive behavior support. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10