Assessing the Odds: Disproportional Discipline Practices and Implications for Educational Stakeholders

Autor/inn/en	Butler, Bettie Ray; Lewis, Chance W.; Moore, James L., III; Scott, Malcolm E.
Titel	Assessing the Odds: Disproportional Discipline Practices and Implications for Educational Stakeholders
Quelle	In: Journal of Negro Education, 81 (2012) 1, S.11-24 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Discipline; Sanctions; Discipline Policy; Educational Practices; Performance Factors; Suspension; Expulsion; Stakeholders; Functional Behavioral Assessment; Educational Change; Educational Indicators; Delinquency; Delinquency Prevention; At Risk Students; Socioeconomic Status; Gender Differences; Racial Differences; Social Differences; Student Behavior; Case Records; Student Records; Data Analysis; Statistical Data; Policy Analysis; Predictor Variables; Disproportionate Representation + Suchen Sie Ihr Suchwort? Disziplin; Sanction; Sanktion; Disziplinarmaßnahme; Bildungspraxis; Leistungsindikator; Ausschluss; Schulausschluss; Relegation; Bildungsreform; Educational indicato; Bildungsindikator; Kriminalität; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Rassenunterschied; Sozialer Unterschied; Student behaviour; Schülerverhalten; Case reports; Fallsammlung; Schülerakte; Auswertung; Politikfeldanalyse; Prädiktor
Abstract	One frequently held assumption found within the school discipline literature suggests that students of color- particularly African American, male, low-income populations- are at an increased risk of receiving exclusionary discipline sanctions. Aside from race, gender, and socioeconomic status; however, less is known about other factors that increase the likelihood of a student being excluded from classroom instruction as a result of disciplinary action. These other factors are equally important in understanding disproportional trends found in school discipline. Subsequently, the purpose of this article is to systematically explore other explanations relative to the odds of a student being suspended or expelled from school. Based on the findings from this study, recommendations to various educational stakeholders were offered. (Contains 4 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10