Authoritative School Climate and Suspension Rates in Middle Schools: Implications for Reducing the Racial Disparity in School Discipline

Autor/inn/en	Heilbrun, Anna; Cornell, Dewey; Konold, Timothy
Titel	Authoritative School Climate and Suspension Rates in Middle Schools: Implications for Reducing the Racial Disparity in School Discipline
Quelle	In: Journal of School Violence, 17 (2018) 3, S.324-338 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2017.1368395
Schlagwörter	Middle School Students; Authoritarianism; Educational Environment; Suspension; Racial Differences; White Students; African American Students; Comparative Analysis; Discipline Policy; Correlation; Poverty; Institutional Characteristics; School Surveys; Student Records; Public Schools; Multiple Regression Analysis; Statistical Analysis; Virginia + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Autoritarismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausschluss; Schulausschluss; Rassenunterschied; African Americans; Afroamerikaner; Studentin; Disziplinarmaßnahme; Korrelation; Armut; Schülerakte; Public school; Öffentliche Schule; Statistische Analyse
Abstract	The overuse of school suspensions has been linked to a host of negative outcomes, including racial disparities in discipline. School climate initiatives have shown promise in reducing these disparities. The present study used the Authoritative School Climate Survey--which measures disciplinary structure and student support as key measures of school climate--to investigate an association between teacher and student perceptions of school climate and suspension rates in a statewide sample of middle schools. Regression analyses controlling for school-level poverty and school size found that elements of authoritative climate, particularly structure, distinguish high- and low-suspending schools. Schools with high levels of student- and teacher-reported structure had lower overall suspension rates and a lower gap between Black and White suspension rates. These findings can be used to guide school climate initiatives to reduce racial disparities in school discipline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01