Discipline and Participation: The Long-Term Effects of Suspension and School Security on the Political and Civic Engagement of Youth

Autor/inn/en	Kupchik, Aaron; Catlaw, Thomas J.
Titel	Discipline and Participation: The Long-Term Effects of Suspension and School Security on the Political and Civic Engagement of Youth
Quelle	In: Youth & Society, 47 (2015) 1, S.95-124 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X14544675
Schlagwörter	Suspension; School Security; Citizen Participation; Young Adults; Democracy; Political Socialization; Longitudinal Studies; Adolescents; Voting; Volunteers; Discipline; Hierarchical Linear Modeling; Regression (Statistics); National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Young adult; Junger Erwachsener; Demokratie; Politische Sozialisation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Abstimmung; Freiwilliger; Disziplin; Regression; Regressionsanalyse
Abstract	This study uses the National Longitudinal Survey of Adolescent Health data set to evaluate the long-term influence of school discipline and security on political and civic participation. We find that young adults with a history of school suspension are less likely than others to vote and volunteer in civic activities years later, suggesting that suspension negatively impacts the likelihood that youth engage in future political and civic activities. These findings are consistent with prior theory and research highlighting the long-term negative implications of punitive disciplinary policies and the role schools play in preparing youth to participate in a democratic polity. We conclude that suspension undermines the development of the individual skills and capacities necessary for a democratic society by substituting collaborative problem solving for the exclusion and physical removal of students. The research lends empirical grounds for recommending the reform of school governance and the implementation of more constructive models of discipline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10