Getting Rid of Troublemakers: High School Disciplinary Procedures and the Production of Dropouts

Bowditch, Christine

doi:10.2307/3096864

Cited by 227 publications

(154 citation statements)

References 26 publications

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“…School leaders may feel that they must segregate these students from their well-behaving peers for safety. However, the best predictor of whether a student will be suspended in the future is whether the student has been suspended in the past (Tobin et al, 1996), and approximately 40% of suspensions are given to repeat offenders (Bowditch, 1993).…”

Section: Deviant Peer Effectsmentioning

confidence: 99%

Deviant Peer Influences in Intervention and Public Policy for Youth

Dodge¹,

Dishion²,

Lansford³

2006

PsycEXTRA Dataset

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The problem is well known to every parent of a teenager, every high school teacher, every clinical practitioner, and every social policy maker: vulnerable adolescents risk becoming more deviant through association with deviant peers and peer groups. Deviant peer infl uences are among the most potent factors in the development of antisocial behavior. Deviant youth are prone to seek out other deviant youth, but the tendency to self-select into deviant peer groups does not fully account for the effect that the peer group has on exacerbating the problem. More exposure to deviant peers increases the opportunity for peer infl uences to operate. It is now becoming known that well-intentioned adults and government programs may also exacerbate deviant peer infl uences by placing deviant youth into programs and settings that are populated by other deviant youth. In fact, the most common policy is to segregate unruly youth from the mainstream peer group and to place them in groups composed entirely or mostly of deviant peers. New studies indicate that sometimes this practice results in harmful effects. That is, the children whom we are attempting to help may in fact be made worse by our efforts. Placing a deviant adolescent with deviant peers can reduce the intended benefi ts of interventions and lead to less positive, sometimes even negative, outcomes, especially under conditions of poor supervision and lack of structure. Nonetheless, deviant youth do require a response, and economic, political, and treatment considerations complicate the solution. This report reviews the evidence on group interventions for deviant adolescents and makes recommendations that address the public policy problem of placements for deviant youth.This report makes the following recommendations: 1) Programs, placements, and treatments that aggregate deviant youth that are ineffective as well as costly should be terminated whenever possible; 2) Effective alternatives to deviant peer-group placement are available and should be supported; 3) Policy decision-making should take into account the system-wide impact of interventions and placements on both deviant youth and their communities; and 4) Practitioners, programs, and policymakers should document the peer context of each placement and evaluate the impact of each placement on the youth and the community.

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Section: Deviant Peer Effectsmentioning

confidence: 99%

Deviant Peer Influences in Intervention and Public Policy for Youth

Dodge¹,

Dishion²,

Lansford³

2006

PsycEXTRA Dataset

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“…Administrative philosophies and variations in interpretation and implementation of rules and policies are a major source of variation for discipline referral, suspension, or expulsion rates at the school level. Bowditch (1993) reported that repeated school violations constituted the most frequent reason for suspension in the innercity school she studied, and found that the disciplinarians in troubled urban schools often view their role in large measure as dealing with persistent "troublemakers" who challenge the institution's authority.…”

Section: Environmental Contributions To School Disciplinementioning

confidence: 99%

“…Out-of-school suspension is among the most common consequences for disciplinary infractions (Bowditch, 1993;Mansfield & Farris, 1992;Rose, 1988;Uchitelle, Bartz, & Hillman, 1989). In one midwestern city, one third of all referrals to the office resulted in a one-to five-day suspension, and 21% of all enrolled students were suspended at least once during the school year (Skiba et al, 1997).…”

mentioning

confidence: 99%

Predicting violence from school misbehavior: Promises and perils

Morrison

Skiba

2001

Psychology in the Schools

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This article considers the issue of predicting violence committed by students on school campuses through the use of school discipline indices such as office referrals, suspensions, and expulsions. The existing research on incidents of school discipline markers is reviewed as well as sources of variation due to student characteristics and classroom or school-wide practices. Challenges in making accurate predictions about future behavior at school are outlined.

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“…Dentro del mismo ámbito de las variables escolares existen otros estudios que proporcionan antecedentes que muestran la importancia de los establecimientos educacionales como un elemento que se transforma en un factor de expulsión (Pittman y Haughwout, 1987;Bryk y Thum, 1989;Bowditch, 1993;Goldschmidt y Wang, 1999;Rumberger y Thomas, 2000;Dazarola, 1999;Fiabane, 2002). Como bien señala Rumberger (1987Rumberger ( , 2004, los factores escolares predictores de la deserción no solo se relacionan con el comportamiento o rendimiento de los estudiantes en la escuela, sino que también pueden referirse a la incidencia de las escuelas mismas sobre las decisiones de abandono o permanencia en el sistema escolar.…”

Section: Factores Intraescolares Desencadenantes De La Deserción Escounclassified

School Dropout in Chile: A Study Case in Relation to Intra-school Factors

Campos¹,

Espinoza-Díaz²,

González³

et al. 2014

educ.educ

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Los autores agradecen el fi nanciamiento otorgado por el proyecto Fondecyt 1090730 titulado "Factores que inciden en la deserción escolar y sus implicancias en sectores vulnerables: un estudio de caso", del cual deriva el presente artículo. 33Deserción escolar en Chile: un estudio de caso en relación con factores intraescolares Óscar Espinoza-Díaz, Dante Castillo-Guajardo, Luis Eduardo González, Javier Loyola-Campos, Eduardo Santa Cruz-Grau The results of the study show important differences between the educational itineraries of dropouts and non-dropouts, providing some insight into what types of action schools should take to prevent students from dropping out. Key WordsDropping out, poverty, basic education, education, Chile (source: UNESCO Tesauro). 35Deserción escolar en Chile: un estudio de caso en relación con factores intraescolares Óscar Espinoza-Díaz, Dante Castillo-Guajardo, Luis Eduardo González, Javier Loyola-Campos, Eduardo Santa Cruz-Grau Palavras-chaveAbandono, pobreza, ensino fundamental, educaçao, Chile (fonte: Tesauro da Unesco).

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Getting Rid of Troublemakers: High School Disciplinary Procedures and the Production of Dropouts

Cited by 227 publications

References 26 publications

Deviant Peer Influences in Intervention and Public Policy for Youth

Deviant Peer Influences in Intervention and Public Policy for Youth

Predicting violence from school misbehavior: Promises and perils

School Dropout in Chile: A Study Case in Relation to Intra-school Factors

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