Eliminating Disparities in School Discipline: A Framework for Intervention

2017 ◽  
Vol 41 (1) ◽  
pp. 253-278 ◽  
Author(s):  
Anne Gregory ◽  
Russell J. Skiba ◽  
Kavitha Mediratta
Keyword(s):  
Student Behavior ◽  
School Discipline ◽  
Developmentally Appropriate ◽  
Academic Progress ◽  
Gender Disparities ◽  
Future Research ◽  
Instructional Time ◽  
Race And Gender ◽  
And Gender

Race and gender disparities in school discipline and associated harms have been well documented for decades. Suspension from school can reduce instructional time and impede academic progress for students who may already be lagging in their achievement. This chapter offers a research-based framework for increasing equity in school discipline. The framework is composed of ten principles that hold promise for helping educators to address student behavior in a developmentally appropriate manner and reduce race and gender disparities in school discipline. The framework also informs directions for future research in school discipline.

scholarly journals Health Implications of Incarceration and Reentry on Returning Citizens: A Qualitative Examination of Black Men’s Experiences in a Northeastern City

2020 ◽  
Vol 14 (4) ◽  
pp. 155798832093721
Author(s):  
Jason M. Williams ◽  
Sean K. Wilson ◽  
Carrie Bergeson
Keyword(s):  
Black Men ◽  
Legal System ◽  
Mass Incarceration ◽  
Phenomenological Approach ◽  
Future Research ◽  
Health Implications ◽  
Race And Gender ◽  
Criminal Legal System ◽  
And Gender ◽  
Returning Citizens

While a great deal of research captures the lived experiences of Black men as they navigate through the criminal legal system and onto reentry, very little research is grounded in how those processes are directly connected to their health. Although some research argues that mass incarceration is a determinant of poor health, there is a lack of qualitative analyses from the perspective of Black men. Black men face distinct pathways that lead them into the criminal legal system, and these same pathways await them upon reentry. This study aims to examine the health implications associated with incarceration and reentry of Black men. While adopting a phenomenological approach alongside interviews, our findings show both race- and gender-specific outcomes for the men in our sample. For example, health and wellness appears to be a significant theme that governs their (in)ability to matriculate society. Moreover, their contact with the criminal legal system appears to exacerbate health concerns and hindrances toward reentry. Other themes include mental health and the role of masculinity. We conclude with implications on policy and future research.

scholarly journals Intersectionality, Race-Gender Subordination, and Education

2018 ◽  
Vol 42 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Angela Harris ◽  
Zeus Leonardo
Keyword(s):  
Black Studies ◽  
Legal Discourse ◽  
Analytical Framework ◽  
Future Research ◽  
Social Analysis ◽  
Teachers College ◽  
Race And Gender ◽  
The Third ◽  
Strategic Essentialism ◽  
And Gender

In this chapter, we unpack intersectionality as an analytical framework. First, we cite Black Lives Matter as an impetus for discussing intersectionality’s current traction. Second, we review the genealogy of “intersectionality” beginning with Kimberlé Crenshaw’s formulation, which brought a Black Studies provocation into legal discourse in order to challenge existing antidiscrimination doctrine and single-axis theorizing. The third, and most central, task of the chapter is our account of intersectionality’s utility for social analysis. We examine some of the issues raised by the metaphor of the intersection and some of the debates surrounding the concept, such as the tension between fragmenting and universalizing perspectives mediated by the notion of “strategic essentialism.” Fourth, we review how education researchers have explained race and gender subordination in education since Ladson-Billings and Tate’s Teachers College Record article. We conclude with some remarks concerning future research on intersectionality.

Race and Gender Disparities in Nutrient Intake Are Not Related to Metabolic Syndrome in 20- to 59-Year-Old US Adults

2014 ◽  
Vol 12 (8) ◽  
pp. 430-436 ◽  
Author(s):  
Andrew D. Frugé ◽  
Sylvia H. Byrd ◽  
Brent J. Fountain ◽  
Jeralynn S. Cossman ◽  
M. Wes Schilling ◽  
...  
Keyword(s):  
Metabolic Syndrome ◽  
Nutrient Intake ◽  
Gender Disparities ◽  
Race And Gender ◽  
And Gender

Girls Behaving Badly? Race, Gender, and Subjective Evaluation in the Discipline of African American Girls

2017 ◽  
Vol 90 (2) ◽  
pp. 127-148 ◽  
Author(s):  
Edward W. Morris ◽  
Brea L. Perry
Keyword(s):  
African American ◽  
School Discipline ◽  
Multilevel Models ◽  
Subjective Evaluation ◽  
Black Girls ◽  
African American Girls ◽  
Dress Code ◽  
Data Set ◽  
Race And Gender ◽  
And Gender

School disciplinary processes are an important mechanism of inequality in education. Most prior research in this area focuses on the significantly higher rates of punishment among African American boys, but in this article, we turn our attention to the discipline of African American girls. Using advanced multilevel models and a longitudinal data set of detailed school discipline records, we analyze interactions between race and gender on office referrals. The results show troubling and significant disparities in the punishment of African American girls. Controlling for background variables, black girls are three times more likely than white girls to receive an office referral; this difference is substantially wider than the gap between black boys and white boys. Moreover, black girls receive disproportionate referrals for infractions such as disruptive behavior, dress code violations, disobedience, and aggressive behavior. We argue that these infractions are subjective and influenced by gendered interpretations. Using the framework of intersectionality, we propose that school discipline penalizes African American girls for behaviors perceived to transgress normative standards of femininity.

scholarly journals Race and Gender Disparities are Evident in COPD Underdiagnoses Across all Severities of Measured Airflow Obstruction

2018 ◽  
Vol 5 (3) ◽  
pp. 177-184 ◽  
Author(s):  
A. James Mamary ◽  
Jeffery I. Stewart ◽  
Gregory L. Kinney ◽  
John E. Hokanson ◽  
Kartik Shenoy ◽  
...  
Keyword(s):  
Airflow Obstruction ◽  
Gender Disparities ◽  
Race And Gender ◽  
And Gender

Legitimate concerns: On complications of identity in school punishment

2020 ◽  
Vol 18 (1) ◽  
pp. 78-97
Author(s):  
Winston C. Thompson ◽  
Abigail J. Beneke ◽  
Garry S. Mitchell
Keyword(s):  
Student Behavior ◽  
Behavioral Responses ◽  
Black Girls ◽  
Race And Gender ◽  
School Punishment ◽  
And Gender

In the present unjust context of US schools, many educators face uncertainty about the legitimacy of their issuing punishments, especially when their identity meaningfully differs from that of their students. In this article, we address these doubts by acknowledging distinctive elements of schools to provide helpful distinctions and analyses of the legitimacy of punishments within them. Specifically, we interrogate the role that identity categories such as race and gender play in establishing legitimate punishment within schools, with a particular focus on the case of Black girls attending US schools. We offer a taxonomy of legitimate responses to undesired student behavior, arguing that a particular person in their role within a school might lack legitimacy to punish based upon their identity even while other, related yet more nuanced, behavioral responses remain. In this work, we aim to equip educators with tools to better navigate the options available to them and better understand the significance of their actions in response to student behavior.

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