Education Not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline

Autor/inn/en	McIntosh, Kent; Girvan, Erik J.; Horner, Robert H.; Smolkowski, Keith
Titel	Education Not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline
Quelle	In: Journal of Applied Research on Children, 5 (2014) 2, Artikel 4 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-5834
Schlagwörter	Role of Education; Racial Differences; Ethnicity; Disproportionate Representation; Discipline; Racial Bias; Intervention; Positive Behavior Supports; Educational Quality; Student Needs; Family Involvement; Social Justice + Suchen Sie Ihr Suchwort? Bildungsauftrag; Rassenunterschied; Ethnizität; Disziplin; Racial discrimination; Rassismus; Quality of education; Bildungsqualität; Soziale Gerechtigkeit
Abstract	Extension of retribution- and incapacitation-based criminal justice policies and practices to schools has exacerbated racial and ethnic disproportionality in school discipline, a serious and unsolved threat to equity in education and social opportunity. Common approaches implemented to reduce discipline disproportionality have not been shown to be widely effective. A more comprehensive, theory-driven understanding of the factors associated with disproportionate discipline is needed to enhance equity. In this article, we propose a conceptual model of how racial and ethnic bias affects school discipline, with direct implications for practical interventions. The model includes a multidimensional view of bias, informed by research from the field of social psychology, with multiple points identified for intervention to reduce disproportionality over time. The authors conclude with a proposed multicomponent intervention that builds on a foundation of school-wide positive behavioral interventions and supports (SWPBIS) and includes specific strategies for reducing the effects of explicit and implicit bias on school discipline decision making. (As Provided).
Anmerkungen	Children At Risk. 2900 Weslayan Street Suite 400, Houston, TX 77027. Tel: 713-869-7740; Fax: 713-869-3409; e-mail: jarc@childrenatrisk.org; Web site: http://digitalcommons.library.tmc.edu/childrenatrisk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01