Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

Autor/inn/en	Brown, Katie E.; Steele, Aimy S. L.
Titel	Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index
Quelle	In: Journal of Montessori Research, 1 (2015) 1, S.14-27 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2378-3923
Schlagwörter	Montessori Schools; Racial Differences; Discipline Problems; Disproportionate Representation; Elementary Schools; Public Schools; Traditional Schools; Comparative Analysis; Suspension; Statistical Analysis; At Risk Students; Student Behavior; Behavior Problems; Urban Schools; African American Students; White Students; North Carolina + Suchen Sie Ihr Suchwort? Montessori-Schule; Rassenunterschied; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Traditioneller Unterricht; Ausschluss; Schulausschluss; Statistische Analyse; Student behaviour; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	Research from the past 40 years indicates that Black students in primary and secondary school settings are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children's Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (OSS) (Tobin & Vincent, 2011). Suspension data from the 2011-2012 Office of Civil Rights Data Collection (n.d.) was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the southeastern United States. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggest that further study of discipline and classroom management in Montessori environments may provide lessons for traditional schools to promote equitable discipline. (As Provided).
Anmerkungen	American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01