Repeated School Suspensions: Who Receives Them, What Reasons Are Given, and How Students Fare

Autor/inn/en	Wilkerson, Kimber L.; Afacan, Kemal
Titel	Repeated School Suspensions: Who Receives Them, What Reasons Are Given, and How Students Fare
Quelle	In: Education and Urban Society, 54 (2022) 3, S.249-267 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkerson, Kimber L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211009854
Schlagwörter	Elementary School Students; Secondary School Students; Suspension; Repetition; Student Characteristics; Behavior Problems; Outcomes of Education; Gender Differences; Racial Differences; Students with Disabilities; Predictor Variables; Reading Achievement; Longitudinal Studies + Suchen Sie Ihr Suchwort? Sekundarschüler; Ausschluss; Schulausschluss; Wiederholung; Lernleistung; Schulerfolg; Geschlechterkonflikt; Rassenunterschied; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Prädiktor; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Although out-of-school school suspensions have been correlated with negative school outcomes, they are still a common formal response given to students whose behavior is deemed problematic. Being suspended multiple times within an academic year results in students losing even more instructional time. In this study, we used longitudinal data for students from elementary to high school to examine: (a) demographic characteristics of students who received repeated out-of-school suspensions across six consecutive years, (b) common infractions that resulted in those school suspensions, and (c) the relationship between repeated suspensions and students' later academic and behavior outcomes. We found that a high number of male and Black students, as well as students with disabilities, received repeated suspensions with minor infractions reported as the most common reasons. Regression analyses revealed a significant and negative relationship between repeated suspensions in the early grades and the number of suspensions students received in secondary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01