Restorative for All? Racial Disproportionality and School Discipline under Restorative Justice

Autor/inn/en	Davison, Miles; Penner, Andrew M.; Penner, Emily K.
Titel	Restorative for All? Racial Disproportionality and School Discipline under Restorative Justice
Quelle	In: American Educational Research Journal, 59 (2022) 4, S.687-718 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312211062613
Schlagwörter	Discipline; Discipline Policy; Justice; Conflict Resolution; Theory Practice Relationship; Suspension; Blacks; African American Students; Racial Bias; Racial Discrimination; Disproportionate Representation + Suchen Sie Ihr Suchwort? Disziplin; Disziplinarmaßnahme; Gerechtigkeit; Conflict solving; Konfliktlösung; Konfliktregelung; Theorie-Praxis-Beziehung; Ausschluss; Schulausschluss; Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Racial bias
Abstract	A growing number of schools are adopting restorative justice (RJ) practices that de-emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference-in-difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11