scholarly journals Minor infractions are not minor: School infractions for minor misconduct may increase adolescents’ defiant behavior and contribute to racial disparities in school discipline.

2020 ◽  
Vol 75 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Jamie Amemiya ◽  
Elizabeth Mortenson ◽  
Ming-Te Wang
Keyword(s):  
Racial Disparities ◽  
School Discipline ◽  
Defiant Behavior

You Can’t Fix What You Don’t Look At

2016 ◽  
Vol 52 (2) ◽  
pp. 207-235 ◽  
Author(s):  
Prudence L. Carter ◽  
Russell Skiba ◽  
Mariella I. Arredondo ◽  
Mica Pollock
Keyword(s):  
Racial Disparities ◽  
Black Male ◽  
School Discipline ◽  
Implicit Bias ◽  
Board Of Education ◽  
Ethnic Stereotypes ◽  
Racial Ethnic

Racial/ethnic stereotypes are deep rooted in our history; among these, the dangerous Black male stereotype is especially relevant to issues of differential school discipline today. Although integration in the wake of Brown v. Board of Education was intended to counteract stereotype and bias, resegregation has allowed little true integration. Thus, old patterns continue to be reinforced through the ongoing processes of implicit bias, micro-aggression, and colorblindness. Thus, to effectively address inequity, the role of race must be explicitly acknowledged in addressing racial disparities in discipline. We close with a set of recommendations for talking about and acting on racial disparities.

Persistently Harsh Punishments Amid Efforts to Reform: Using Tools From Social Psychology to Counteract Racial Bias in School Disciplinary Decisions

2018 ◽  
Vol 47 (6) ◽  
pp. 384-390 ◽  
Author(s):  
Simone Ispa-Landa
Keyword(s):  
Social Psychology ◽  
Racial Disparities ◽  
Perspective Taking ◽  
School Discipline ◽  
Racial Bias ◽  
Future Research ◽  
Psychological Skills ◽  
Social Psychological ◽  
Racial Gaps ◽  
Research And Policy

In response to concerns about overly harsh and racially inequitable school discipline, schools have introduced disciplinary reforms. However, even in schools where these reformative programs are present, many students continue to be subject to developmentally inappropriate discipline and striking racial gaps in disciplinary outcomes persist. Teachers’ implicit racial bias likely contributes to racial disparities in school discipline. In this article, I highlight two social psychological skills—perspective-taking and individuating—that have been found to reduce the effects of implicit bias in nonschool settings. I suggest that if developed in educators, these social psychological skills could also help reduce racial disparities in school discipline. I discuss implications for future research and policy.

Tinker’s Troubled Legacy

Troublemakers ◽  
2019 ◽  
pp. 171-208
Author(s):  
Kathryn Schumaker
Keyword(s):  
Racial Disparities ◽  
Racial Discrimination ◽  
Corporal Punishment ◽  
Students Of Color ◽  
School Discipline ◽  
Mass Incarceration ◽  
School Officials ◽  
Eighth Amendment ◽  
The Supreme Court ◽  
History Of

This chapter examines how ideas about race and order shaped the way the courts’ articulated students’ rights in relation to school discipline in the 1970s and early 1980s, placed in context of the rise of mass incarceration. The chapter begins by discussing how advocates for students of color confronted racial disparities in school discipline and the ways that the courts limited the kinds of claims students could make about racial discrimination in suspensions and expulsions.In Ingraham v. Wright, the Supreme Court ruled that the Eighth Amendment does not prohibit school officials from using corporal punishment. In New Jersey v. T.L.O., the Court determined that students’ do have a limited right to privacy in relation to searches of their clothing and belongings at school. This chapter places these cases within the context of a longer history of a punitive turn in education and demonstrates how these rulings reinforced existing racial inequities in school discipline.

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