The Punishment Gap: School Suspension and Racial Disparities in Achievement

Morris, Edward W.; Perry, Brea L.

doi:10.1093/socpro/spv026

Cited by 336 publications

(249 citation statements)

References 50 publications

Supporting

Mentioning

235

Contrasting

Unclassified

Order By: Relevance

“…While this correlation is important, it should also be noted that demographic factors have a major impact on school functioning. Research consistently indicates that schools that have greater proportions of students that are socially disenfranchised and/or are of lower socioeconomic status have higher rates of disciplinary measures (e.g., suspension, expulsion) and lower academic achievement (Morris & Perry, ; Reardon, ). Thus, demographic variables play a significant role in student outcomes, which provides important context for the present discussion concerning the school environment.…”

Section: The Impact Of the Physical Environment At Schoolmentioning

confidence: 99%

An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well‐being

Lamoreaux¹,

Sulkowski

2019

Psychology in the Schools

View full text Add to dashboard Cite

In response to tragic school shootings, heightened attention has been devoted to making schools safer through the implementation of security features. However, excessive security measures have a negative impact on school climate, student functioning, and academic achievement. Therefore, there is a critical need to design schools that are safe and secure, yet also welcoming and comfortable. As a promising approach in this regard, crime prevention through environmental design (CPTED) is an architectural philosophy that aims to deter criminal or antisocial behavior through environmental design, and it includes a focus on natural surveillance, access control, and territorial reinforcement. This review discusses pertinent effects of the school environment on student outcomes, extant research on the impact of visible security measures, the relationship between students’ perceptions of safety and academic functioning, and how using CPTED could concomitantly address the physical safety and psychological comfort of students at school.

show abstract

Section: The Impact Of the Physical Environment At Schoolmentioning

confidence: 99%

An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well‐being

Lamoreaux¹,

Sulkowski

2019

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Students who are suspended and/or expelled, especially those who are repeatedly disciplined, are more likely to be held back a grade or to drop out than students not receiving such discipline (Arcia, 2006; Balfanz, Byrnes, & Fox, 2014; Fabelo et al, 2011; Skiba & Rausch, 2006). School suspension hinders academic growth and contributes to racial disparities in achievement, accounting for approximately one-fifth of black-white differences in performance (Morris & Perry, 2016). School suspension is also associated with contact with the juvenile justice system the following year (Fabelo et al, 2011), antisocial behavior (Hemphill, Toumbourou, Herrenkohl, McMorris, & Catalano, 2006), and arrest in that same month versus months when youth had not been suspended or expelled (Monahan, VanDerhei, Bechtold, & Cauffman, 2014).…”

Section: Introductionmentioning

confidence: 99%

To educate or to incarcerate: Factors in disproportionality in school discipline

Mizel

Miles

Pedersen

et al. 2016

Children and Youth Services Review

View full text Add to dashboard Cite

The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2,539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline.

show abstract

“…Indeed, punitive discipline alienates students and is correlated with school failure, dropping out, and future involvement in the criminal justice system (Lewis & Diamond, ; Payne & Brown, ). Furthermore, longitudinal data demonstrate that racially disparate rates of discipline may play a key role in sustaining the “achievement gap” (Morris & Perry, ). The common use of removal from the classroom (e.g., suspension) can cause students to fall behind in their schoolwork and/or result in them feeling less motivated to apply themselves in school (Gregory et al, ).…”

Section: Social Reproduction Theory and Racialized Discipline Patternmentioning

confidence: 99%

Addressing racial inequalities within schools: Exploring the potential of teacher education

Alvaré

2018

Sociology Compass

View full text Add to dashboard Cite

A substantial body of literature demonstrates how within‐school patterns serve to maintain and perpetuate racial inequality in education. This occurs as well‐meaning teachers and administrators tend to hold lower academic expectations for students of color; engage in racially biased discipline patterns; employ alienating curricula; and fail to address racial issues in meaningful ways when they surface in classrooms. In this paper, I review literature on these and other inequitable patterns and subsequently summarize research exploring how these issues are confronted teacher training programs. While some pedagogical models show promise, many studies suggest that multicultural education and programs for pre‐service teachers fall short in promoting perspectives and practices to address inequity in schools. I apply tenets of critical race theory to scrutinize oppression within schools and the shortcomings of initiatives claimed to redress them, and moreover, to suggest how teacher education can be improved to encourage pedagogy for social justice ends.

show abstract

The Punishment Gap: School Suspension and Racial Disparities in Achievement

Cited by 336 publications

References 50 publications

An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well‐being

An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well‐being

To educate or to incarcerate: Factors in disproportionality in school discipline

Addressing racial inequalities within schools: Exploring the potential of teacher education

Contact Info

Product

Resources

About