I Want to Learn but They Won't Let Me: Exploring the Impact of School Discipline on Academic Achievement

Autor/inn/en	Bell, Charles; Puckett, Tiffany
Titel	I Want to Learn but They Won't Let Me: Exploring the Impact of School Discipline on Academic Achievement
Quelle	In: Urban Education, 58 (2023) 10, S.2658-2688 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bell, Charles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920968629
Schlagwörter	Discipline; Academic Achievement; Critical Race Theory; African American Students; Suspension; Assignments; Urban Education + Suchen Sie Ihr Suchwort? Disziplin; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Assignment; Auftrag; Zuweisung; Stadtteilbezogenes Lernen
Abstract	Using Critical Race Theory (CRT) as a guiding conceptual framework, this qualitative study examines black students' and parents' perceptions of school discipline and its impact on academic achievement. The findings support the notion that out-of-school suspension has a negative impact on the academic achievement of African American students and suggest that this phenomenon emerges through a multifaceted process that includes (a) missing assignments and having trouble catching up, (b) missing vital instruction throughout the disciplinary period, and (c) educator resistance to providing makeup work to students who receive out-of-school suspensions. This study also provides some practical recommendations for school leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01