Restorative Justice in Schools: The Influence of Race on Restorative Discipline

Autor/inn/en	Payne, Allison Ann; Welch, Kelly
Titel	Restorative Justice in Schools: The Influence of Race on Restorative Discipline
Quelle	In: Youth & Society, 47 (2015) 4, S.539-564 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X12473125
Schlagwörter	Punishment; Discipline; Student Behavior; Behavior Problems; Racial Factors; Racial Composition; Racial Bias; Correlation; At Risk Students; African American Students; Regression (Statistics); Service Learning; Rehabilitation; Interpersonal Relationship; Meetings; Victims; Delinquency; National Surveys; Questionnaires; Peer Relationship; Gender Differences; Drug Abuse; Disadvantaged Youth; Urban Areas; Predictor Variables; Neighborhoods; Poverty; Hypothesis Testing; Hispanic American Students; Justice; Conflict Resolution + Suchen Sie Ihr Suchwort? Bestrafung; Disziplin; Student behaviour; Schülerverhalten; Racial discrimination; Rassismus; Korrelation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Regression; Regressionsanalyse; Service-Learning; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Meeting; Tagung; Victim; Opfer; Kriminalität; Fragebogen; Peer-Beziehungen; Geschlechterkonflikt; Benachteiligter Jugendlicher; Urban area; Stadtregion; Prädiktor; Neighbourhoods; Nachbarschaft; Armut; Hypothesenprüfung; Hypothesentest; Hispanic; Hispanic Americans; Hispanoamerikaner; Gerechtigkeit; Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	Schools today are more frequently using punitive discipline practices to control student behavior, despite the greater effectiveness of community-building techniques on compliance that are based on restorative justice principles found in the criminal justice system. Prior research testing the racial threat hypothesis has found that the racial composition of schools is associated with the use of more punitive and less reparative approaches to discipline, just as it has been associated with criminal justice harshness. However, no research to date has assessed the possibility that school-level racial composition may affect the likelihood that specific restorative justice techniques, which are the most commonly used alternative, will be implemented. This study is the first to test the racial threat perspective in relation to use of the restorative practices student conferences, peer mediation, restitution, and community service. Using a national random sample in logistic regression analyses, we find that schools with proportionally more Black students are less likely to use such techniques when responding to student behavior. This finding has several troubling implications for minority students in particular and for education as a whole. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01