Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance

2021 ◽  
Author(s):  
Rhonda N. T. Nese ◽  
María Reina Santiago‐Rosario ◽  
Saki Malose ◽  
Jillian Hamilton ◽  
Joseph F. T. Nese ◽  
...  
Keyword(s):  
Exclusionary Discipline ◽  
Universal Intervention ◽  
Teacher Guidance ◽  
Discipline Practices

No Disrespect: A Womanist Critique of Respectability Discourses in Extracurricular Programming for Black Girls

2019 ◽  
pp. 004208591989373 ◽  
Author(s):  
Tiffany M. Nyachae ◽  
Esther O. Ohito
Keyword(s):  
Middle Class ◽  
Black Girls ◽  
Theoretical Framework ◽  
Exclusionary Discipline ◽  
Discipline Practices ◽  
Black Girlhood ◽  
Extracurricular Programs

This article explores how extracurricular programs designed as interventions in the criminalization of Black girls may constrict their identities. Through a womanist theoretical framework, authors investigate the discourses about Black girlhood that permeate one extracurricular initiative which aims to counter the effects of exclusionary discipline practices on Black girls. The authors find that these discourses advance respectability politics, thus reinforcing an exclusive model of ideal Black girlhood as one aligned with White, Western, Judeo-Christian, patriarchal, heterosexist, and middle-class values. Authors conclude with suggestions for how extracurricular initiatives may develop programming and curricula that are inclusive of pluralized Black girlhoods.

Addressing and Preventing Disproportionality in Exclusionary Discipline Practices for Students of Color With Disabilities

2018 ◽  
Vol 54 (4) ◽  
pp. 241-245 ◽  
Author(s):  
Ambra L. Green ◽  
Daniel R. Cohen ◽  
Melissa Stormont
Keyword(s):  
Special Education ◽  
Federal Government ◽  
Ethical Issue ◽  
Students Of Color ◽  
Exclusionary Discipline ◽  
Local Education ◽  
Discipline Practices ◽  
Educational Placements ◽  
Special Education Identification ◽  
Local Education Agencies

Historically, schools across the nation have struggled to address significant racial or ethnic disproportionality, including overrepresentation in exclusionary discipline practices, special education identification, and restrictive educational placements. The federal government has mandated that local education agencies monitor and address disproportionality but has provided little guidance on how to begin. This current topics column discusses this moral and ethical issue and provides ways schools can begin to address or prevent disproportionality in disciplinary practices.

Disproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis

2021 ◽  
pp. 003465432199525
Author(s):  
Rebecca A. Cruz ◽  
Allison R. Firestone ◽  
Janelle E. Rodl
Keyword(s):  
Intervention Program ◽  
Protective Factor ◽  
Evidence Synthesis ◽  
Observational Research ◽  
Empirical Literature ◽  
Outcome Variable ◽  
Future Research ◽  
Exclusionary Discipline ◽  
Discipline Practices ◽  
Best Evidence Synthesis

A full canon of empirical literature shows that students who are African American, Latinx, or American Indian/Alaskan Native, and students who are male, diagnosed with disabilities, or from low socioeconomic backgrounds are more likely to experience exclusionary discipline practices in U.S. schools. Though there is a growing commitment to mitigating discipline disparities through alternative programming, it is clear that disproportionality in the application of harmful discipline practices persists. The purpose of this literature synthesis was to examine the effectiveness of empirically studied school-based interventions in reducing disproportionality in discipline practices. We analyzed articles that assessed both prevention and intervention program effects using at least one outcome variable representing exclusionary discipline, either in the form of office discipline referrals or suspension/expulsion rates. Included studies used experimental, quasi-experimental, or observational research designs that disaggregated student outcomes by race, ethnicity, gender, disability, or other sociodemographic categories. We identified 20 articles meeting inclusion criteria, four of which provided direct evidence of disproportionality reduction using interaction terms. Results indicate limited evidence that available programs reduce discipline disparities and that common programs may function as a protective factor for White and female students while failing to do so for marginalized students. Findings identify promising areas for future research.

Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice

2021 ◽  
pp. 1-28
Author(s):  
David Furjanic ◽  
Irin Mannan ◽  
Jillian C. Hamilton ◽  
Joseph F. T. Nese ◽  
Sean Austin ◽  
...  
Keyword(s):  
Social Validity ◽  
Exclusionary Discipline ◽  
Universal Intervention ◽  
The Social

Current Disciplinary Practices with Handicapped Students: Suspensions and Expulsions

1988 ◽  
Vol 55 (3) ◽  
pp. 230-239 ◽  
Author(s):  
Terry L. Rose
Keyword(s):  
School Discipline ◽  
Exclusionary Discipline ◽  
Research Directions ◽  
Disciplinary Practices ◽  
Discipline Practices ◽  
School Suspensions ◽  
Behavioral Variables ◽  
Out Of School

Several exclusionary discipline practices used with handicapped learners, including in-school suspensions, out-of-school suspensions, and explusion, are described. A school discipline survey was mailed to 371 principals in 18 randomly selected states representing the 9 U.S. Census districts. Results indicated differential uses of the exclusionary disciplinary practices. Descriptions of the use of these disciplinary practices across general, demographic, and behavioral variables are provided and discussed. Further research directions and instructional implications are also discussed.

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