Literaturnachweis - Detailanzeige
| Autor/inn/en | Huguley, James P.; Fussell-Ware, Dashawna J.; Stuart McQueen, Shanté; Wang, Ming-Te; DeBellis, Bianca R. |
|---|---|
| Titel | Completing the Circle: Linkages between Restorative Practices, Socio-Emotional Well-Being, and Racial Justice in Schools |
| Quelle | 30 (2022) 2, S.138-153 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Huguley, James P.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Social Emotional Learning; Well Being; Social Justice; Racial Discrimination; Mental Health; Student Needs; Discipline; Punishment; Equal Education; Minority Group Students; Outcomes of Education; Suspension; Expulsion; Educational Change |
| Abstract | Mounting evidence demonstrates that exclusionary discipline practices like suspensions and expulsions have long-term negative socio-emotional, behavioral, and academic consequences for the students who experience them, with evidence of spill-over effects for non-excluded students. Restorative practice has emerged as a promising alternative to punitive discipline approaches, yet evidence is mixed on whether it can improve academic outcomes or curb racial disparities in school discipline. In a new conceptual model, we argue that the full potential of restorative practice can only be reached when it is (a) operationalized more directly within a socio-emotional framework; (b) responsive to more significant mental health needs; and (c) informed by a multifaceted understanding of how racism contributes to discipline disparities, both directly through interpersonal biases and indirectly through structural oppression. A revised conceptual model based on evidence from the broader literature, original data analyses, and pilot intervention results is advanced. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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