Discriminatory Discipline

Whitford, Denise K.; Katsiyannis, Antonis; Counts, Jennifer

doi:10.1177/0192636516677340

Cited by 31 publications

(31 citation statements)

References 42 publications

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“…American students are disciplined for infractions that students of other races were not disciplined. Whitford et al (2016) found that administrators' perceptions had a greater influence on student discipline than the student's behavior or infraction. One current participant explained that, although they do not want to believe that their decisions have ever negatively impacted African American students, they realize that there have been times when African American students have been disciplined more harshly for minor offenses that could negatively impact their trajectory in school.…”

Section: Discussion Of the Study Findings And The Literaturementioning

confidence: 96%

“…Contrary to popular belief, the disproportionate number of African American students suspended from school is not due to the fact they have higher rates of misbehavior. When controlling for rankings of the types of student misbehaviors, African American students were sent out of class on discipline referrals at a higher rate (DeMatthews et al, 2017;Englehart, 2014;Finn & Servoss, 2014;Losen, 2011Losen, , 2015Whitford et al, 2016). The offenses tended to be in subjective categories such as showing disrespect, being disruptive, and loitering (Losen, 2011(Losen, , 2015.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Administrative perceptions have been shown to alter discriminatory discipline (Whitford et al, 2016). Variations in principal attitudes have been shown to have a greater influence on discipline administered to students than student behavioral characteristics (Brown & Di Tillo, 2013;A.…”

Section: Discretion In Administrator Decision Makingmentioning

confidence: 99%

“…The participants discussed examining the history of students, outside circumstances, and examining discipline on a case-by-case basis to determine discipline outcomes. Administrative perceptions can alter discriminatory discipline (Whitford et al, 2016).…”

Section: Theme 1: Policies Rules and Proceduresmentioning

confidence: 99%

“…Participant 13 expressed that suspension is often what a student may deserve or what they want to happen, but the administrator will seek other methods of correction to avoid suspending the student to keep the student in school. Whitford et al (2016) found that an administrator's perceptions can alter discipline decisions based on the student. In theory, administrators would base decisions solely on the facts of an incident; however, in practice, subjectivity is a large part of how administrators discipline students.…”

Section: Theme 3: Administrator Discretion In Discipline Decisionsmentioning

confidence: 99%

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The Effect of Administrators' Disciplinary Practices on the Educational Trajectory of African American Students

McIver-Gibbs¹

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This qualitative phenomenological research study examined the effect of administrators' disciplinary practices on the educational trajectory of African American students. Administrators collect information from teachers and other school employees to determine how students should be disciplined based on policy, rules, and procedures, all involving a level of discretionary decision making. Open-ended interview questions were used to gain information from 15 school site administrators holding the position of principal or assistant principal in a TK-12th-grade urban school district in southern California. The analyzed data centered on seven themes from the participants' responses based on their lived experiences as school site administrators: (a) policies, rules, and procedures; (b) biases related to school discipline; (c) administrator discretion in discipline decisions; (d) participant impact on students; (e) participant impact on African American students; (f) influence of race on discipline decisions; and (g) culturally responsive school leadership. These findings could assist school site administrators and leaders with information to make equitable decisions that are applied to African American students to reduce the discipline gap in education between African American students and students of other racial groups. All stakeholders in schools come with predispositions and biases and each person must learn to set aside prejudices in order to construct a new learning paradigm. A positive school culture can influence a student's performance and how the student behaves in school. Anything you do, including participating in research, carries with it some chance that something problematic or unwanted may happen. The following are possible risks associated with this study: Please report any problems immediately to the researcher. Although the researcher may direct you to medical, psychological, or other services, any costs related to such problems are yours or your insurance company's responsibility. Questions about the study You may ask and have answered any question regarding this research. If you have any further questions or concerns please contact the Principle Investigator (PI) Rhea McIver-Gibbs at (909) 518-2295 or

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Section: Discussion Of the Study Findings And The Literaturementioning

confidence: 96%

Section: Literature Reviewmentioning

confidence: 99%

Section: Discretion In Administrator Decision Makingmentioning

confidence: 99%

Section: Theme 1: Policies Rules and Proceduresmentioning

confidence: 99%

Section: Theme 3: Administrator Discretion In Discipline Decisionsmentioning

confidence: 99%

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The Effect of Administrators' Disciplinary Practices on the Educational Trajectory of African American Students

McIver-Gibbs¹

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Implicit weight stigma and bullying perpetration in college students: The mediating role of explicit weight stigma and moral disengagement and the moderating role of empathy

Chen

2023

Psychology in the Schools

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The current study aims to examine the mediational effects of explicit weight stigma and moral disengagement (MD) and moderating effects of empathy on the relationship between implicit weight stigma and bullying perpetration. Two hundred and twenty‐eight college students (112 men, mean age of 19.89 ± 1.82 years) completed implicit (the Single Category Implicit Association Test) and explicit (the development of the weight stigma scale) measures of weight stigma, and responded to questionnaires regarding MD, empathy, and bullying perpetration. Structural equation modeling was conducted and mediating effects were tested using AMOS 17.0 software. The results indicated that implicit weight stigma significantly predicted bullying perpetration. After controlling for gender, this association was jointly mediated by explicit weight stigma and MD. Furthermore, empathy moderated the relationship between implicit weight stigma and bullying perpetration. Specifically, college students who have high levels of implicit weight stigma and low levels of empathy would score higher on the bully questionnaire. These findings may provide a possible explanation for when and how implicit weight stigma relates to bullying perpetration.

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A Movement Toward Equity and Social Justice: Grounded in Theory, Realized in Practice

Whitford

Carrero

Common

et al. 2022

Disproportionality and Social Justice in Education

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Discriminatory Discipline

Cited by 31 publications

References 42 publications

The Effect of Administrators' Disciplinary Practices on the Educational Trajectory of African American Students

The Effect of Administrators' Disciplinary Practices on the Educational Trajectory of African American Students

Implicit weight stigma and bullying perpetration in college students: The mediating role of explicit weight stigma and moral disengagement and the moderating role of empathy

A Movement Toward Equity and Social Justice: Grounded in Theory, Realized in Practice

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