An Alternative to Exclusionary Discipline

Greene, RW; Haynes, S

An Alternative to Exclusionary Discipline

Greene, RW Haynes, S

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Publisher:: Routledge
Publication Type:: Journal Article
Citation:: Childhood Education, 2021, 97, (5), pp. 72-76
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Greene, RW
dc.contributor.author	Haynes, S
dc.date.accessioned	2022-01-09T21:56:55Z
dc.date.available	2022-01-09T21:56:55Z
dc.date.issued	2021-01-01
dc.identifier.citation	Childhood Education, 2021, 97, (5), pp. 72-76
dc.identifier.issn	0009-4056
dc.identifier.issn	2162-0725
dc.identifier.uri	http://hdl.handle.net/10453/152836
dc.description.abstract	While admirable efforts have been made to resolve the disproportional use of exclusionary and punitive disciplinary practices in U.S. public schools,1 the mission has yet to be accomplished. Black and (to a somewhat lesser degree) Hispanic students still face significantly higher rates of punitive, exclusionary methods of discipline as compared to White students. In response, many schools have embraced cultural competence or cultural humility training, helping their educators and administrators to embrace more informed views about Black and Brown students. These programs can heighten awareness of how systemic racism may contribute to the disproportionality and have actuated efforts to address it, including re-examination of disciplinary practices in general. Indeed, while Black and Brown students are clearly over-represented in statistics regarding the use of punitive and exclusionary discipline, such discipline is still most frequently applied to White students, for whom it is also counterproductive and unnecessary. Researchers have been focused on the factors contributing to disproportionality for several decades. In a summary of this research, Catherine Kramarczuk Voulgarides and Natalie Zwerger2 identified the following factors: Discipline policies and practices Subjectivity of special education referral processes Instructional practices that place Black students at a potential disadvantage Unequal access to educational opportunities Racial disparities in how school staff interact with parents and the quality of services and education they receive Biased teacher perceptions of student capabilities based on race Cultural mismatch between school staff, families, and students Sociodemographics of a school and school system.
dc.language	en
dc.publisher	Routledge
dc.relation.ispartof	Childhood Education
dc.relation.isbasedon	10.1080/00094056.2021.1982300
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems
dc.title	An Alternative to Exclusionary Discipline
dc.type	Journal Article
utslib.citation.volume	97
utslib.for	1301 Education Systems
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-01-09T21:56:46Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	97
utslib.citation.issue	5

Abstract:

While admirable efforts have been made to resolve the disproportional use of exclusionary and punitive disciplinary practices in U.S. public schools,1 the mission has yet to be accomplished. Black and (to a somewhat lesser degree) Hispanic students still face significantly higher rates of punitive, exclusionary methods of discipline as compared to White students. In response, many schools have embraced cultural competence or cultural humility training, helping their educators and administrators to embrace more informed views about Black and Brown students. These programs can heighten awareness of how systemic racism may contribute to the disproportionality and have actuated efforts to address it, including re-examination of disciplinary practices in general. Indeed, while Black and Brown students are clearly over-represented in statistics regarding the use of punitive and exclusionary discipline, such discipline is still most frequently applied to White students, for whom it is also counterproductive and unnecessary. Researchers have been focused on the factors contributing to disproportionality for several decades. In a summary of this research, Catherine Kramarczuk Voulgarides and Natalie Zwerger2 identified the following factors: Discipline policies and practices Subjectivity of special education referral processes Instructional practices that place Black students at a potential disadvantage Unequal access to educational opportunities Racial disparities in how school staff interact with parents and the quality of services and education they receive Biased teacher perceptions of student capabilities based on race Cultural mismatch between school staff, families, and students Sociodemographics of a school and school system.

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http://hdl.handle.net/10453/152836