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- Title
Discipline Policies, Successful Schools, Racial Justice, and the Law.
- Authors
Losen, Daniel J.
- Abstract
Research has found that, in 2006, over 28 per cent of Black male middle school students had been suspended at least once, nearly three times the rate for White males. Other research has revealed racial disparities in discipline, including disproportionately high numbers of Black students being removed from class on discretionary discipline grounds, while Whites had higher rates of punishment for nondiscretionary offenses. Several studies have shown that being suspended significantly increased the risk of dropping out and future contact with the juvenile justice system. This article examines what we know about racial disparities in out-of-school suspensions in light of research on school discipline policy. The article explores the implications of this knowledge for civil rights enforcement and making improvements. Keypoints Argument that sound educational practice can replace excessive suspensions with alternatives that address misbehavior but keeps students in school., Unpacks common misconceptions in defense of frequent use of suspensions with research on the harm of this common practice., Analyzes the national data that should raise serious concerns about the use of out-of-school suspensions., Makes clear recommendations for federal and state policymakers, educators and civil rights enforcement.
- Subjects
UNITED States; STUDENT suspension; AFRICAN American middle school students; RACE discrimination in education; SCHOOL discipline; SCHOOL administration
- Publication
Family Court Review, 2013, Vol 51, Issue 3, p388
- ISSN
1531-2445
- Publication type
Article
- DOI
10.1111/fcre.12035