Punishment in School: The Role of School Security Measures

Abstract

Although investigation of school security measures and their relationships to various outcomes including school crime rates (Gottfredson, 2001), perpetuation of social inequality (Ferguson, 2001; Nolan, 2011; Welch & Payne, 2010), and the impact on childhood experiences has seen significant growth within the last 20 years (Newman, 2004; Kupchik, 2010), few studies have sought to explore the impacts of these measures on suspension rates. Using data from the Educational Longitudinal Study (2002), I explore the relationship between security measures and in-school, out-of-school, and overall suspension rates. Results indicate schools with a security officer experience higher rates of in-school suspensions but have no difference in rates of out-of-school or overall suspensions compared to schools without a security officer. No other measure of security was related to higher suspension rates. As prior literature suggests, schools with greater proportions of black students experienced significantly higher rates of all suspension types. Finally, different types of parental involvement correlated with both higher and lower suspension rates.

Immigrant Generation, School Procedural Justice, and Educational Attainment

“…Although there is research that denotes that the severity of the punishment can have distinct detrimental consequences (Rios , ; Skiba, Arredondo, and Williams ; Varela et al ), the variability of how these difference punishment practices are implemented are significant between schools (Kupchik , ; Marchbanks et al ). Therefore, as measured in prior studies utilizing the same data (Mowen ; Peguero and Bracy ), punishment is dichotomized to indicate whether or not the student was disciplined at school.…”

“…Previous studies have established that a number of student, family, and school characteristics are associated with school punishment, justice, and/or educational attainment. Because student characteristics (i.e., sex, educational expectations, educational achievement, academic involvement, positive peers, victimization, and misbehavior), family characteristics (i.e., socioeconomic status, structure, and involvement), and school characteristics (i.e., poverty, size, social disorder, security, and locale) are known to be associated with school punishment, justice, and/or educational attainment, including for racial/ethnicity minority youth and the children of immigrants, these control measures are included in this research analysis (Bradley and Renzulli ; Crenshaw et al ; Gregory, Skiba, and Noguera ; Ispa‐Landa ; Kao, Vaquera, and Goyette ; Kupchik , ; Lareau ; Lee ; Lewis and Diamond ; Morris ; Mowen ; Peguero ; Peguero and Bondy ; Peguero, Bondy, and Shekarkhar ; Peguero and Shekarkhar ; Rios , ; Shedd ; Welch and Payne , ).…”

The Roles of The Headmaster’s Leadership Types in Overcoming The Students’ Violation

“…Punishment has three functions, namely blocking the repetition of unwanted actions by the community, educating, and motivating to avoid it (Zainaf, 2016). The point is that the punishment should be able to make the students ashamed of committing violations again, the punishment can also show that the rules of the regulation made is carried out following the planning that has been made by the school (Ma"arif, 2017;Mowen, 2014).…”

Working Inside the Gate: School Discipline on Post

“…This rise has continued to increase neoliberal accountability for school staff and disciplinary agents through the intensification of mechanisms of discipline and control for disadvantaged populations. As a result, students with disadvantaged social statuses – such as racial/ethnic minorities and lower income youth – are often targets for punitive punishment (see also Mowen, 2014).…”

“…Over the past few decades, scholars have noted that school discipline in the United States has become increasingly punitive (Fuentes, 2011; Mowen, 2014). Often referred to as the ‘criminalization of school discipline’ (Hirschfield, 2008), many schools have come to rely on school disciplinary policies that echo the punitive policies and practices of the formal criminal justice system.…”