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Author: Publisher: ISBN: Category : Languages : en Pages : 25
Book Description
The disproportionate use of exclusionary discipline with African American students in American schools is systemic and well documented in the literature. School climate has been found to be related to suspension rates and as the literature has begun to demonstrate the differences in how African American students experience their school's climate when compared to White students, an area of intervention has revealed itself. As school psychologists begin work improving school climates with the intentional goal of reducing the racial discipline gap, they may find success by improving school climate, and more specifically, the school's racial climate. The current systematic review explored what relationship, if any, exists between school racial climate and discipline within K-12 schools. After a search of databases, six studies were selected. While none measured school racial climate explicitly as described in Byrd (2017)'s framework, the selected studies were included because they directly measure discipline in K-12 schools and school climate by racial group or as it affects racial discipline disparities. Results indicated that schools with an authoritative climate have fewer suspensions overall but not necessarily a smaller racial discipline gap; and several other aspects of school climate including positive student-teacher relationships, disciplinary structure, and African American students' perceptions of equity and sense of belonging are associated with smaller racial discipline gaps. Implications for future research and school psychologists' practice are discussed.
Author: Publisher: ISBN: Category : Languages : en Pages : 25
Book Description
The disproportionate use of exclusionary discipline with African American students in American schools is systemic and well documented in the literature. School climate has been found to be related to suspension rates and as the literature has begun to demonstrate the differences in how African American students experience their school's climate when compared to White students, an area of intervention has revealed itself. As school psychologists begin work improving school climates with the intentional goal of reducing the racial discipline gap, they may find success by improving school climate, and more specifically, the school's racial climate. The current systematic review explored what relationship, if any, exists between school racial climate and discipline within K-12 schools. After a search of databases, six studies were selected. While none measured school racial climate explicitly as described in Byrd (2017)'s framework, the selected studies were included because they directly measure discipline in K-12 schools and school climate by racial group or as it affects racial discipline disparities. Results indicated that schools with an authoritative climate have fewer suspensions overall but not necessarily a smaller racial discipline gap; and several other aspects of school climate including positive student-teacher relationships, disciplinary structure, and African American students' perceptions of equity and sense of belonging are associated with smaller racial discipline gaps. Implications for future research and school psychologists' practice are discussed.
Author: Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
The disproportionate use of punitive discipline practices with students of color in American school systems is prevalent among many sources of literature. Consequently, student experiences and perceptions of school climate are often tainted, which has yielded school-wide initiatives to improve in these areas. As school psychologists work to improve school climate with the goal of decreasing the racial discipline gap, they may consider strategies to improve the school's racial climate. Using the School Climate for Diversity - Secondary Scale (Byrd, 2017), the current study explored what relationship, if any, exists between school racial climate and discipline at the secondary level. Perceptions of school racial climate were also examined across different racial and ethnic groups. Results indicated that there are differences in perceptions of school racial climate between students of different racial/ethnic groups; however, there was no significant relationship between school racial climate and self-reported discipline history. Implications for future research and school psychologists' practice are discussed.
Author: Annmary Shenouda Abdou Publisher: ISBN: 9781303424434 Category : Languages : en Pages : 110
Book Description
The sociocultural inequities and undesirable student outcomes that result from the overuse and misuse of exclusionary and punitive discipline practices reflect serious consequences for school environments and society as a whole. As research on discipline disproportionality with Latino/a students has been inconsistent, the current study utilizes the baseline ethnic distribution method to further explore discipline experiences of this population. In addition, using teachers and staff survey responses from four junior high schools (N = 168), hierarchical multiple regression analyses were used to further understand the social structures that may influence the types of discipline used in schools. Specifically, the relations between adult-student relationships, racial climate, and the use of punitive and positive discipline practices were explored. Results indicate that Latino/a students are significantly more likely to be excluded from school than White students. Racial climate was also found to be a significant moderator in the relation between adult-student relationships and punitive discipline techniques. Implications for theory, research, and practical application are discussed.
Author: Daniel J. Losen Publisher: Teachers College Press ISBN: 0807773492 Category : Education Languages : en Pages : 286
Book Description
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
Author: Martha R. Bireda Publisher: Scarecrow Press ISBN: 9780810842014 Category : Education Languages : en Pages : 116
Book Description
Referrals, suspensions, and expulsions of African American students, especially males, are at an all-time high. However, as this book shows, culturally determined assumptions and friction over communication have a role to play in this as well. Eliminating Racial Profiling in School Discipline is designed to make readers aware of how cultural factors relate to the ways that discipline is meted out. Administrators and teachers will gain an understanding of how culturally conditioned beliefs and assumptions negatively influence student-teacher relationships. Ultimately, this book proposes a set of strategies to solve increased disciplinary referrals.
Author: John A. Williams III Publisher: IAP ISBN: 1648026494 Category : Education Languages : en Pages : 145
Book Description
Regularly, schools and their personnel enact school disciplinary practices without considering how to harness the engagement of students, practitioners, and communities to enact transformative changes that reduce if not eliminate punitive school discipline approaches. Reimagining School Discipline for the 21st Century centralizes the assets and strengths of historically marginalized students and the professional knowledge of school personnel as possible avenues to implement solutions to eliminate school discipline disproportionality. Rather than redressing the issues of school discipline disproportionality overall, this book examines the existence of school on student groups who, according to research and national and state reports, are afflicted the most: African American, Latinx, Native American, and LGBTQ+ population. A confluence of these identities can exacerbate such disproportionality, which based on the literature decreases the academic growth of students. However, situated within these disparities are opportunities to better and critically engage students based on their cultural, racial/ethnic, and social emotional learning assets. The significant feature of this book lies in its purpose and audience reach. Each chapter was written based on the scholar’s affinity to that student group or practitioner’s affiliation to that specific profession. This provides a genuine perspective and knowledge based on first hand experiences concerning school discipline and applicable approaches to remedy such issues. Additionally, all the chapters articulate the pressing issue of school discipline according to their group, and explicates best-practices to best serve the assets of students in K-12 school settings. As this book is situated, the intended audience is for the following stakeholders, policy makers, social workers, school counselors, school administrators, teachers, and community organizers who want to make impactful and socially-just changes in their school(s) immediately.
Author: Tracey A. Benson Publisher: Harvard Education Press ISBN: 1682533719 Category : Education Languages : en Pages : 247
Book Description
In Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. “Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color,” the authors write, “if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential.” In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work—awareness, trust, and a “learner’s stance.” Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. All too often, conversations about race become mired in questions of attitude or intention–“But I’m not a racist!” This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice. Tracey A. Benson is an assistant professor of educational leadership at the University of North Carolina at Charlotte. Sarah E. Fiarman is the director of leadership development for EL Education, and a former public school teacher, principal, and lecturer at Harvard Graduate School of Education.
Author: Nathern Okilwa Publisher: Emerald Group Publishing ISBN: 1785601288 Category : Education Languages : en Pages : 227
Book Description
This edited volume focuses on the role that school climate and disciplinary practices have on the educational and social experiences of students of color.
Author: Russell J. Skiba Publisher: Springer ISBN: 1137512571 Category : Education Languages : en Pages : 300
Book Description
This edited volume fills a critical void by providing the most current and authoritative information on what is known about disciplinary disparities. School exclusion—out-of-school suspension and expulsion in particular—remains a substantial component of discipline in our nation’s schools, and those consequences continue to fall disproportionally on certain groups of learners. The negative consequences of frequent and inequitable use of school exclusion are substantial, including higher rates of academic failure, dropout, and contact with the juvenile justice system. As educators, policymakers, community leaders, and other youth-serving organizations begin the difficult work of creating more equitable school disciplinary systems, the need for effective disparity-reducing alternatives could not be more important. Drawing on the multi-year ground-breaking work of the Discipline Disparities Collaborative, the chapters in this book provide cutting edge knowledge supporting a new national imperative to eliminate race, gender, disability, and sexual orientation-based disciplinary disparities.
Author: Catherine Y. Kim Publisher: NYU Press ISBN: 0814763685 Category : Law Languages : en Pages : 238
Book Description
Examines the relationship between the law and the school-to-prison pipeline, argues that law can be an effective weapon in the struggle to reduce the number of children caught, and discusses the consequences on families and communities.
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Author: Annmary Shenouda Abdou
Author: Daniel J. Losen
Author: Martha R. Bireda
Author: John A. Williams III
Author: Tracey A. Benson
Author: Nathern Okilwa
Author: Russell J. Skiba
Author: Catherine Y. Kim