Racial and Ethnic Minority High School Students' Perceptions of School Disciplinary Practices: A Look at Some Canadian Findings

Ruck, Martin D.; Wortley, Scot

doi:10.1023/a:1015081102189

Cited by 100 publications

(78 citation statements)

References 33 publications

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“…For example, Ruck and Wortley (2002) examined the perception of discrimination and differential treatment in the disciplinary practices in secondary schools in Canada. A sample of 1870 adolescents from different ethnic and racial origins revealed that students were much more likely than white students to perceive discrimination from their teachers' attitudes and behavior towards them.…”

Section: Introductionmentioning

confidence: 99%

Ethnic Discrimination against Mapuche Students in Urban High Schools in the Araucanía Region, Chile

Becerra¹,

Merino²,

Mellor³

2015

IES

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Ethnic or racial discrimination towards children and adolescents at schools is of concern in many contexts around the world because it is associated with diverse psychosocial, behavioural, emotional, and identity problems. The purpose of this study was to identify the types of ethnic discrimination experienced by indigenous Mapuche adolescents in schools in Chile. The study was qualitative in nature and two techniques were used: semi-structured interviews and focus groups involving an 'indicative' sample of 80 participants (30 students and 50 teachers) from three urban high schools in the Araucanía Region, Chile. Three modes of ethnic discrimination were identified: verbal, behavioural-attitudinal and institutional. A 'non virtuous cycle' of discrimination is suggested. It originates with teachers' prejudiced attitudes that lead to attributions of deficit among Mapuche adolescents. When these attributions are activated, they lead to a diminished sense of competence, avoidance and segregation among Mapuche students who then withdraw from active participation in learning, which perpetuates and confirms teachers' prejudice and attributions. Recommendations for the educational system, schools, and teachers are discussed to diminish the manifestation of ethnic discrimination at schools and its negative consequences for indigenous adolescent population.

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Section: Introductionmentioning

confidence: 99%

Ethnic Discrimination against Mapuche Students in Urban High Schools in the Araucanía Region, Chile

Becerra¹,

Merino²,

Mellor³

2015

IES

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“…Although research findings have been mixed, some studies concluded that the labelled person's class or racial status makes him/her more vulnerable to being officially labelled (Panayiotopoulos and Kerfoot 2007;Paternoster and Iovanni 1989). Research in Canada and the USA shows students of colour perceive and experience an unequal application of rules and consequences in schools (Ferguson et al 2005;Ruck and Wortley 2002). This is an international issue as research demonstrates ethnic and racial minority youths are over-represented in suspensions and being labelled as "at-risk" or "disaffected" youth.…”

Section: Discussionmentioning

confidence: 99%

The importance of rule fairness: the influence of school bonds on at-risk students in an alternative school

Free

2013

Educational Studies

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Using Hirschi's social bonds theory as a foundation, this study examines the effects of at-risk students' school bonds on their classroom behaviour. In this article, school bonds are defined as the students' attachment to teachers/staff, students' affiliation to the school, students' belief in the fairness of the school rules and students' involvement in school-related activities. The data are from a sample of 77 at-risk students attending an alternative middle school in a small city in the northeastern region of the USA. The findings based on results of a schoolwide survey and students' school records, parallel prior research demonstrate a statistically significant inverse relationship between school bonds (namely the affiliation and the belief bonds) and classroom misconduct. The results of this study reveal the driving force behind reducing classroom misconduct is students' perception of fairness of school rules (as defined by the belief bond).

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“…In reality, however, most students in applied courses predominantly from racially and ethnically diverse groups (Parekh, 2013) are still subject to differential treatment. Ruck and Wortley (2002) concur that "Canadian research suggests that minority students, especially Black students, are more likely to be enrolled in basic and general levels of academic programs and show disproportionately higher levels of school dropout than do other students" (p. 185). Most experienced high school teachers and more and more research on streaming recognize that students in the applied stream generally have access to less qualified teachers and are mostly exposed to less rich learning experiences (Clandfield et al, 2014;People for Education, 2015).…”

Section: (In)equity In School Mathematics Practicesmentioning

confidence: 99%

Making Visible and Acting on Issues of Racism and Racialization in School Mathematics

Morvan¹

2017

Brock Education Journal

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Racial and Ethnic Minority High School Students' Perceptions of School Disciplinary Practices: A Look at Some Canadian Findings

Cited by 100 publications

References 33 publications

Ethnic Discrimination against Mapuche Students in Urban High Schools in the Araucanía Region, Chile

Ethnic Discrimination against Mapuche Students in Urban High Schools in the Araucanía Region, Chile

The importance of rule fairness: the influence of school bonds on at-risk students in an alternative school

Making Visible and Acting on Issues of Racism and Racialization in School Mathematics

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