Overlooked Exclusionary Discipline
Examining Placement in Alternative Schools, Expulsions, and Referrals to Hearing in an Urban District
Datos Bibliográficos
| ID | 21581973 |
|---|---|
| Autores | R O Welsh (0000-0001-6079-4111, New York University, New York City, USA, autor de correspondencia) |
| Año | 2022 |
| Volumen | 36 |
| Número | 3 |
| Páginas | 550-586 |
| Fecha de publicación | 2022-05-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Policy (JOURNAL) |
| Identificadores de la revista | ISSN: 0895-9048 • E-ISSN: 1552-3896 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0895904820901481 |
| OpenAlex | W3003249342 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 48 |
School discipline is a salient challenge in K–12 districts nationwide. The majority of prior studies have focused on suspensions with relatively little attention paid to other forms of exclusionary discipline. This mixed-methods study provides a descriptive analysis of overlooked disciplinary consequences, namely, assignment to alternative schools, expulsions, and referrals to hearing. The findings from the quantitative analysis indicate that possession of drugs, student and staff assault, and weapons-related incidents account for the majority of infractions leading to the most severe forms of exclusionary discipline. Black male students account for the largest proportion of students receiving the harshest exclusionary disciplinary consequences. The findings from the qualitative analysis reveal several challenges that policymakers in urban districts navigate regarding alternative schools, including (a) staffing and the development of professional capacity, (b) the length of the school day, (c) transportation, and (d) the choice between in-district versus third-party operation of alternative schools
Criminology · Descriptive statistics · Discipline · Pedagogy · Political science · Qualitative research · School district · Social science · Sociology · Staffing · Thematic analysis · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Law · Psychology
The School Discipline Dilemma
Basic Content Analysis
The Disproportionate Discipline of African American Learners
Do Suspensions Affect Student Outcomes?
Relationship Between School Suspension and Student Outcomes
Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina
Are zero tolerance policies effective in the schools?
Race Is Not Neutral
The qualitative content analysis process
Qualitative Social Research
Content analysis
Caste and control in schools
(Re)Defining Urban Education
Document Analysis as a Qualitative Research Method
Linking Research Questions to Mixed Methods Data Analysis Procedures 1
Exclusion and Urban Public High Schools
The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes
Student Mobility, Segregation, and Achievement Gaps
But What is Urban Education
Suspensions and Achievement
The Achievement Gap and the Discipline Gap
Intra-District Student Mobility, School Discipline and Gender
Restorative Interventions and School Discipline Sanctions in a Large Urban School District
Parsing Disciplinary Disproportionality
Using thematic analysis in psychology
Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals
More Than a Metaphor
Mixed Methods Research
Qualitative Content Analysis
Surviving at the Street Level
The Punishment Gap
| Obras citantes distintas | 6 |
|---|---|
| Citas por año | 1,5 |
| Intervalo de citas | 2022 - 2026 (5) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 6 |