School Discipline Disparity: Converging Efforts for Better Student Outcomes

Autor/inn/en	Okilwa, Nathern S.; Robert, Catherine
Titel	School Discipline Disparity: Converging Efforts for Better Student Outcomes
Quelle	In: Urban Review: Issues and Ideas in Public Education, 49 (2017) 2, S.239-262 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-017-0399-8
Schlagwörter	Discipline; Disproportionate Representation; Suspension; Expulsion; Minority Group Students; African American Students; Males; White Students; Models; Problem Solving + Suchen Sie Ihr Suchwort? Disziplin; Ausschluss; Schulausschluss; Relegation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Analogiemodell; Problemlösen
Abstract	School policies and practices have historically lent themselves to disproportionate suspension and expulsion rates based on students' race, gender, and disability. The disparity between racial minorities, particularly Black males, and their White peers has generated concern from various stakeholders. Using Kingdon's ("Agendas, alternatives, and public policies." Addison-Westley Educational Publishers, New York, 2003) window of opportunity framework, the purpose of this conceptual article is to spotlight the potential convergence of efforts hence creating an opportunity for school discipline reform to gain momentum. Kingdon's three critical streams for problem solving, i.e., the problem, political, and policy, are each examined in the context of the pervasive school discipline disproportionality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01