Culturally Responsive School Discipline: Implementing Learning Lab at a High School for Systemic Transformation

Abstract

Youth from racially minoritized communities disproportionately receive exclusionary school discipline more severely and frequently. The racialization of school discipline has been linked to long-term deleterious impacts on students’ academic and life outcomes. In this article, we present a formative intervention, Learning Lab that addressed racial disparities in school discipline at a public high school. Learning Lab successfully united local stakeholders, specifically those who had been historically excluded from the school’s decision-making activities. Learning Lab members engaged in historical and empirical root cause analyses, mapped out their existing discipline system, and designed a culturally responsive schoolwide behavioral support model in response to diverse experiences, resources, practices, needs, and goals of local stakeholders. Analysis drew on the theory of expansive learning to examine how the Learning Lab process worked through expansive learning actions. Implications for research and practice are discussed.

Formative Interventions for Expansive Learning and Transformative Agency

“…These deviations were typically surprises or disturbances that changed the course of the events for a limited period but did not change the overall object of learning; that is, after the deviation, the process returned to the plan. In objectlevel deviations the object and therefore also the course of the entire expansive learning process A third space (Gutiérrez, 2008) was opened for discussion and negotiation between the instructionally intended script proposing customized services and the counter-script initiated by (Bal & al., 2015).…”

Ethnic Discipline Gap: Unseen Dimensions of Racial Disproportionality in School Discipline

“…Discipline patterns in highly segregated and impoverished communities may be very different from the patterns observed in suburban and rural communities. Furthermore, just as researchers are studying school contexts to identify racial disproportionality in school discipline, it is equally important to use these opportunities to examine school practices that address concerns with school discipline (see Bal, Afacan, & Cakir, 2018). Modeling after Anyon et al’s (2016) investigation of restorative interventions as a response to school discipline, research on both incidents and responses is critical to understanding how to best address the gap.…”

Protoype Monitoring Presensi Siswa Menggunakan Finger Print Dengan Kendali Raspberry Pi

“…Tugas sekolah bukan hanya membentuk peserta didik pandai dan terampil tetapi juga memiliki perilaku yang baik [1]. Salah satu upaya meningkatkan dan menjaga kualitas pendidikan adalah menerapkan tata tertib sekolah untuk menciptakan kedisiplinan siswa dalam mengikuti proses kegiatan belajar mengajar di sekolah [2].…”