Students’ and Parents’ Perceptions of Disciplinary Policy: Does Symbolic Representation Matter?

Abstract

This article examines the effects of symbolic representation and strict disciplinary policy on how students and their parents perceive school discipline. We use data from the 2011-2012 New York City School Survey, combined with data on disciplinary actions from the Office of Civil Rights. Our results suggest that strict disciplinary actions send negative messages to students and their parents about school discipline. We find that as more strict disciplinary actions are administered within a school, students are less likely to perceive discipline as fair or legitimate. The negative effects of disciplinary actions, however, tend to be smaller in schools for which there is a closer racial match between students and teachers and, consequently, a greater likelihood of symbolic representation. We also find that passive representation influences parents' attitudes toward school discipline in their children's schools.

School-wide social emotional learning and cyberbullying victimization among middle and high school students: Moderating role of school climate.

“…Inconsistent results were found when investigating gender differences in youth's CBV experiences. Some studies showed that female students were more likely to be victims of cyberbullying (Roch et al, 2018), but other studies indicated that male students were more likely to experience CBV (Schultze-Krumbholz et al, 2018). Moreover, some studies failed to find significant gender differences (Perren & Gutzwiller-Helfenfinger, 2012).…”

“…Based on the findings of previous studies supporting school climate’s negative associations with both traditional and cyberbullying victimization (Holfeld & Leadbeater, 2017), we hypothesized that school climate would function as a protective factor by magnifying the negative association between some SEL skills and CBV and mitigating the positive association between some other SEL skills and CBV. Meanwhile, based on previous inconsistent findings on how cyberbullying is associated with gender (e.g., Roch et al, 2018; Schultze-Krumbholz et al, 2018) and grade levels (e.g., Fisher et al, 2016; Calvete et al, 2010), we did not make specific hypotheses of the moderating roles of gender and grade levels in the association between the four SEL competencies and CBV (Figure 1).…”

The Role of Verbal Aggression in Cyberbullying Perpetration and Victimization by Middle School Students

“…On the other hand, Willard [72] reports that female students perpetrate a higher ratio of cyberbullying than male students while Schultze-Krumbholz, Hess, Pfetsch, and Scheithauer found that male students were most likely to experience cyber victimization [73]. Both Kowalski and Limber [14] and Roch, Elsayed, and Edwards [74] found that girls are more likely to be victims of cyberbullying than boys. To address our research question, we found that middle school girls in this study are significantly more likely to be victims of cyberbullying, but there were no sex differences for cyberbullying perpetration.…”

Representative Bureaucracy, Immigrants, and Trust in Government: A Cross-National Study

“…For instance, Riccucci, Van Ryzin, and Li (2016) show that when women are visibly represented in an agency responsible for recycling, female constituents report a greater willingness to participate in recycling programs (however, see Sievery (2021), which fails to reproduce this result). Roch, Elsayed and Edwards (2018) demonstrate that the perceived fairness and legitimacy of disciplinary actions taken against students is greater to the extent that schools have a higher level of passive representation. In a conceptually related study, R iccucci, Van Ryzin, and Jackson (2018) show that perceptions of police fairness and trust among black citizens increases with black representativeness in the police force.…”