Voices That Matter: Chief Administrative Officers' Role in the Student Discipline Gap

Autor/in	Shabazian, Ani N.
Titel	Voices That Matter: Chief Administrative Officers' Role in the Student Discipline Gap
Quelle	In: Urban Education, 55 (2020) 1, S.66-94 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916651319
Schlagwörter	Administrator Role; Discipline; Socioeconomic Status; Community Characteristics; Administrator Attitudes; Principals; School Location; High Schools; Differences; Values + Suchen Sie Ihr Suchwort? Disziplin; Socio-economic status; Sozioökonomischer Status; Principal; Schulleiter; Schulgelände; High school; Oberschule; Unterscheiden; Wertbegriff
Abstract	This study explores how community socioeconomic status (SES), geographical location, and administrator perspectives influence the implementation of exclusionary disciplinary policies. Using Geographical Information Systems mapping technology, in-depth interviewing, and document analysis, this study finds that schools located in high SES sectors have higher rates of exclusionary disciplinary practices, whereas schools located in low SES sectors have lower levels. The findings also indicate five normative values that influence leadership's decisions to exclude students more frequently. These guiding belief systems include productive efficiency, equality versus equity, the potential of legal liability, prescribing to a cultural deficit ideology, and the notion of strict surveillance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01