An Examination of Restorative Interventions and Racial Equity in Out-of-School Suspensions

Autor/inn/en	Gregory, Anne; Huang, Francis L.; Anyon, Yolanda; Greer, Eldridge; Downing, Barbara
Titel	An Examination of Restorative Interventions and Racial Equity in Out-of-School Suspensions
Quelle	In: School Psychology Review, 47 (2018) 2, S.167-182 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Suspension; Referral; Race; Racial Differences; Urban Schools; School Districts; Regression (Statistics); African American Students; White Students; Intervention; Student Records; Correlation; Discipline; Comparative Analysis; Discipline Policy; Social Justice; Violence; Ethnicity; Case Studies; Statistical Analysis; Elementary School Students; Colorado (Denver) + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; Rasse; Abstammung; Rassenunterschied; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Regression; Regressionsanalyse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerakte; Korrelation; Disziplin; Disziplinarmaßnahme; Soziale Gerechtigkeit; Gewalt; Ethnizität; Case study; Fallstudie; Case Study; Statistische Analyse
Abstract	Districts have been engaged in efforts to reduce "differential processing" of discipline-referred students based on their racial backgrounds. They strive for fair assignment of exclusionary consequences across racial groups. The current study examines discipline records for one academic year in an urban school district (N = 9,039 discipline-referred students) to identify the factors associated with equitable assignment of out-of-school suspension (OSS). Multilevel logistic regression found that student participation in restorative interventions substantially reduced the odds that individual students received OSS. However, such participation was only marginally associated with more comparable assignment of OSS to Black students relative to their White peers. Together these findings suggest that alternatives to suspension, such as restorative interventions, may yield benefits for all student groups, but they may result in only marginal narrowing of the disparities in suspension rates between Black and White students. This indicates that greater attention is needed to address the inequitable school contexts in which disparities arise. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01