Literaturnachweis - Detailanzeige
| Autor/in | Wiley, Kathryn E. |
|---|---|
| Titel | A Tale of Two Logics: School Discipline and Racial Disparities in a "Mostly White" Middle School |
| Quelle | In: American Journal of Education, 127 (2021) 2, S.163-192 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0195-6744 |
| DOI | 10.1086/712084 |
| Schlagwörter | Racial Differences; Middle Schools; Middle School Students; Discipline; Racial Bias; African American Students; White Students; Educational Practices |
| Abstract | In this article, I use ethnographic data to theorize about the causes of Black-White racial disparities in discipline at a "mostly White" middle school. Using critical race and institutional theories, I identify two racial discipline logics: criminalized sequestering and racial exemption. These logics differently governed how school leaders and teachers administered discipline among Black and White students and created a dual system that generated disparate outcomes. Overall, my analysis aids in understanding the organizational processes that produce Black-White racial discipline disparities, introduces new theoretical concepts for future research, and brings to the fore largely unexamined punitive, in-school discipline practices. (As Provided). |
| Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu/journals/aje/about |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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