The Relative Contribution of Subjective Office Referrals to Racial Disproportionality in School Discipline

2016 ◽  
Author(s):  
Erik James Girvan ◽  
Cody Gion ◽  
Kent McIntosh ◽  
Keith Smolkowski
Keyword(s):  
School Discipline ◽  
Office Referrals ◽  
Racial Disproportionality ◽  
Relative Contribution

scholarly journals The relative contribution of subjective office referrals to racial disproportionality in school discipline.

2017 ◽  
Vol 32 (3) ◽  
pp. 392-404 ◽  
Author(s):  
Erik J. Girvan ◽  
Cody Gion ◽  
Kent McIntosh ◽  
Keith Smolkowski
Keyword(s):  
School Discipline ◽  
Office Referrals ◽  
Racial Disproportionality ◽  
Relative Contribution

Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice

2021 ◽  
pp. 000283122110626
Author(s):  
Miles Davison ◽  
Andrew M. Penner ◽  
Emily K. Penner
Keyword(s):  
Public Schools ◽  
Black Students ◽  
Restorative Justice ◽  
School Discipline ◽  
Student Discipline ◽  
Exclusionary Discipline ◽  
Difference In Difference ◽  
Racial Equity ◽  
Racial Disproportionality ◽  
Suspension Rates

A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices.

The Interrelationships of Politicization of School Shootings, Focal Concerns, and Racial Disproportionality in School Discipline Policies

2016 ◽  
pp. 783-804
Author(s):  
Denise D. Nation ◽  
Dawn X. Henderson ◽  
Jack S. Monell
Keyword(s):  
School Violence ◽  
Minority Students ◽  
School Discipline ◽  
School Shootings ◽  
Theoretical Argument ◽  
Racial Disproportionality ◽  
Focal Concerns ◽  
Latent Effects ◽  
Focal Concerns Perspective ◽  
Definition Of

School shootings have redefined perceptions and definitions of school violence, elevating incidences of misbehaviors and rule infractions to consistent violent threats. School shootings are rare but that important fact is lost in the debate and political rhetoric. What is also atypical are school shootings involving minority students and even more uncommon school shootings at minority schools. However, minority students have disproportionately experienced the latent effects of these policies. Few studies have offered systematic theoretical explanations for racial disciplinary disproportionality. This chapter outlines a theoretical argument using the “focal concerns” perspective to link the latent impact of the politicization of school shootings to continued racial disproportionality in school discipline. The discussion and analysis show the role of the politicization of school shootings has played in redefining and expanding the definition of school violence or school misbehaviors. Policy suggestions based in socio-political and psychological frameworks are also outlined.

The Interrelationships of Politicization of School Shootings, Focal Concerns, and Racial Disproportionality in School Discipline Policies

2016 ◽  
pp. 39-61
Author(s):  
Denise D. Nation ◽  
Dawn X. Henderson ◽  
Jack S. Monell
Keyword(s):  
School Violence ◽  
Minority Students ◽  
School Discipline ◽  
School Shootings ◽  
Theoretical Argument ◽  
Racial Disproportionality ◽  
Focal Concerns ◽  
Latent Effects ◽  
Focal Concerns Perspective ◽  
Definition Of

School shootings have redefined perceptions and definitions of school violence, elevating incidences of misbehaviors and rule infractions to consistent violent threats. School shootings are rare but that important fact is lost in the debate and political rhetoric. What is also atypical are school shootings involving minority students and even more uncommon school shootings at minority schools. However, minority students have disproportionately experienced the latent effects of these policies. Few studies have offered systematic theoretical explanations for racial disciplinary disproportionality. This chapter outlines a theoretical argument using the “focal concerns” perspective to link the latent impact of the politicization of school shootings to continued racial disproportionality in school discipline. The discussion and analysis show the role of the politicization of school shootings has played in redefining and expanding the definition of school violence or school misbehaviors. Policy suggestions based in socio-political and psychological frameworks are also outlined.

Racial Disproportionality in the School-to-Prison Pipeline

2020 ◽  
pp. 129-150
Author(s):  
Katherine M. Zinsser ◽  
Shannon B. Wanless
Keyword(s):  
Teacher Preparation ◽  
School Discipline ◽  
Opportunity To Learn ◽  
Black Children ◽  
Teacher Preparation Programs ◽  
Current Policy ◽  
Preparation Programs ◽  
Racial Disproportionality ◽  
School To Prison Pipeline ◽  
Implicit And Explicit

For Black children, experiences with school discipline are often not an opportunity to learn, they are a pathway into the criminal justice system. At every step along the way, this pathway is faster and even more consequential for Black students than for their White peers. Implicit and explicit biases result in Black children’s behavior being managed more harshly, perceived as more dangerous, and more often deemed sufficient to justify expulsion in comparison to their White peers. There are formal and informal pathways for removal, starting in preschool, and the consequences for Black children in particular are stark. Policies often allow racial disproportionality in the school-to-prison pipeline to be ignored, or even facilitated. This chapter reviews the factors driving disproportionality in the pipeline and the current policy landscape. It also identifies ways in which schools, districts, and preservice teacher preparation programs can disrupt and dismantle the school-to-prison pipeline.

Ethnic Discipline Gap: Unseen Dimensions of Racial Disproportionality in School Discipline

2019 ◽  
Vol 56 (5) ◽  
pp. 1973-2003 ◽  
Author(s):  
Bach Mai Dolly Nguyen ◽  
Pedro Noguera ◽  
Nathan Adkins ◽  
Robert T. Teranishi
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
Students Of Color ◽  
School Discipline ◽  
Pacific Islander ◽  
Pacific Islanders ◽  
Racial Disproportionality ◽  
Discipline Gap ◽  
Ethnic Subgroups ◽  
Risk Ratios

Research on the school discipline gap reveals growing awareness of the disproportionate impact on students of color; however, dynamics of the racial discipline gap remain underanalyzed. This article uses risk ratios to descriptively establish if ethnic disproportionality in school discipline is present among Asian American and Pacific Islander (AAPI) subgroups. We find that when AAPI data are disaggregated, significant variations in discipline patterns emerge. Pacific Islanders are nearly twice as likely as their White peers to be disciplined when separated from Asian Americans, and all Pacific Islander subgroups are at equal or higher risk for discipline. We also find a discipline gap between ethnic subgroups. Our findings affirm the need to further refine the analyses of race and school discipline.

Multidimensional Anxiety and Content-specificity Effects in Preferential Processing of Threat

2003 ◽  
Vol 8 (4) ◽  
pp. 252-265 ◽  
Author(s):  
Manuel G. Calvo ◽  
P. Avero ◽  
M. Dolores Castillo ◽  
Juan J. Miguel-Tobal
Keyword(s):  
Selective Attention ◽  
Cognitive Biases ◽  
Naming Task ◽  
Color Naming ◽  
Memory Bias ◽  
Ego Threat ◽  
Phobic Anxiety ◽  
Relative Contribution ◽  
Content Specificity ◽  
Specificity Effects

We examined the relative contribution of specific components of multidimensional anxiety to cognitive biases in the processing of threat-related information in three experiments. Attentional bias was assessed by the emotional Stroop word color-naming task, interpretative bias by an on-line inference processing task, and explicit memory bias by sensitivity (d') and response criterion (β) from word-recognition scores. Multiple regression analyses revealed, first, that phobic anxiety and evaluative anxiety predicted selective attention to physical- and ego-threat information, respectively; cognitive anxiety predicted selective attention to both types of threat. Second, phobic anxiety predicted inhibition of inferences related to physically threatening outcomes of ambiguous situations. And, third, evaluative anxiety predicted a response bias, rather than a genuine memory bias, in the reporting of presented and nonpresented ego-threat information. Other anxiety components, such as motor and physiological anxiety, or interpersonal and daily-routines anxiety made no specific contribution to any cognitive bias. Multidimensional anxiety measures are useful for detecting content-specificity effects in cognitive biases.

Racial Disproportionality and Disparity Think Tank: Moving Beyond the Conversation into Action (Part 2)

2012 ◽  
Author(s):  
Donna L. Parrish ◽  
John Fluke ◽  
Kathy Deserly ◽  
Joyce James ◽  
Oronde Miller ◽  
...  
Keyword(s):  
Think Tank ◽  
Racial Disproportionality
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