Culturally Responsive Restorative Discipline
Bibliographic Data
| ID | 8924741 |
|---|---|
| Authors | Hilary Lustick (0000-0001-8292-6197, University of Massachusetts Lowell, corresponding author) |
| Year | 2020 |
| Volume | 56 |
| Issue | 6 |
| Pages | 555-583 |
| Publication date | 2020-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2020.1837830 |
| OpenAlex | W3106935422 |
| Language | EN |
| Citations received | 5 |
| References cited | 32 |
Increasingly, district leaders are turning to a community-based alternative to suspension called restorative practices (RP’s). While they correlate with lower suspension rates, Black, Latinx, and Native students continue to be more frequently and harshly disciplined than their White peers (Office of Civil Rights, 2014). The Kirwan Institute (2015) found that Black students comprised 18% of the total United States K-12 public school population, but comprised 35% of the total number of students suspended. The current study uses data from a year-long ethnographic multi-case study of three New York City high schools using RP’s to improve school culture and reduce suspension rates. My analysis uncovers the mechanisms by which these practices, presumably democratic and egalitarian, reproduce traditional forces of power unless the staff facilitating them already happen to have a strong relationship with the students involved. Findings lead to recommendations for how staff can be more equitable and culturally responsive in their implementation of restorative practices
Civil rights · Criminology · Democracy · Ethnography · Pedagogy · Political science · Politics · Population · Power (physics · Power structure · Restorative justice · School Discipline · Sociology · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Demography · Education Discipline and Inequality · Law
Understanding the Anti-Carceral Possibility of School-Based Restorative Justice
The Evolution of “Loaded Moments” Toward Escalation or De-Escalation in Student–Teacher Interactions
‘If they can’t see a punishment, they’re not happy’
Centering justice in restorative justice practices
Why Ask Why? Decoding Race-Based Decision Dynamics in High School Disciplinary Practices in Texas
Qualitative interviewing
Culturally Responsive Schooling for Indigenous Youth
Adolescent Trust in Teachers
The Evolution of Discipline Practices
Other People's Children
Restorative Justice
Title unavailable
The History of "Zero Tolerance" in American Public Schooling
A Review of Los Angeles Unified Data Following the OCR Compliance Investigation
Developing student social skills using restorative practices
Making discipline relevant
The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes
Justice for All? Suspension Bans and Restorative Justice Programs in the Los Angeles Unified School District
The effect of minority threat on risk management and the “new disciplinology” in schools
The Achievement Gap and the Discipline Gap
The New Jim Crow
Culturally Responsive School Discipline
Toward a Theory of Culturally Relevant Pedagogy
The Silenced Dialogue
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |