Implicit Bias, Disproportionate Discipline, and Teacher Responsibility for Instruction as Prevention

Autor/in	Scott, Terrance M.
Titel	Implicit Bias, Disproportionate Discipline, and Teacher Responsibility for Instruction as Prevention
Quelle	In: Preventing School Failure, 65 (2021) 4, S.291-300 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.1937021
Schlagwörter	Suspension; Disproportionate Representation; Social Bias; Teacher Responsibility; Teacher Role; Success; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; Lehrverpflichtung; Lehrerrolle; Erfolg; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	While suspension continues to be a common response to student misbehavior in schools, evidence mounts for its ineffective and counterproductive results. Moreover, as the use of suspension increases, there is a tendency for it to be disproportionately applied to students of color and those with disabilities. Realizing that not all students are equally at-risk for suspension, the role of implicit bias in schools is a necessary consideration for all. The purpose of this paper is to consider the teacher's role in minimizing the need for suspension by creating student success in the classroom and to present a conceptual framework for both the problem and a potential solution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01