Exclusions from school: current trends and issues

Imich, André

doi:10.1080/0013188940360101

Cited by 55 publications

(43 citation statements)

References 5 publications

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“…Male students consistently and disproportionately receive disciplinary actions in schools (Mendez & Knoff, 2003;Skiba, Peterson, & Williams, 1997). In fact, the rate of disciplinary actions for male students has been found to range between two (Mendez & Knoff, 2003) to four (Imich, 1994) times the rate of female students. African American males are at particular risk for receiving harsh disciplinary consequences (Losen & Skiba, 2010), with one study documenting this population to be 16 times more likely to receive corporal punishment than White females (Gregory, 1996).…”

Section: Student Characteristics and Disciplinementioning

confidence: 99%

The Effects of Student and Teacher Characteristics on Teacher Impressions of – and Responses to – Student Behaviors

Noltemeyer¹,

Kunesh²,

Hostutler³

et al. 2012

IES

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This study examined how student characteristics (e.g., race, gender) and teacher characteristics (e.g., race, gender, years of experience, confidence in behavior management) influence the way teachers perceive and respond to student behaviors in the U.S.A. A rigorous process was used to develop and pilot a survey consisting of questions about a defiant student behavioral incident that might be encountered in a school. This process involved systematically identifying student names that would imply different gender/ethnicity combinations, creating the instrument using these names, expert review, cognitive interviews, and a pilot study using 135 pre-service teachers. After refining the instrument based on feedback from each of these activities, we administered it to 57 practicing teachers. Participants were randomly assigned to one of four scenario conditions, each of which implied a student with a different gender/ethnicity combination (i.e., African American female student, African American male student, European American female student, European American male student). Although some interesting trends in responding emerged based on the implied student race and ethnicity, none were statistically significant. However, teacher characteristics significantly influenced responding, with less experienced teachers being less likely to ignore behaviors -and more likely to address them directly -than their more seasoned counterparts. This adds to the extant knowledge about how teachers in different phases of their careers may interpret and approach classroom situations, and reveals implications for teacher professional development efforts. Further implications, limitations, and future directions are also discussed.Keywords: discipline, teachers, schools, bias, disproportionality, race, gender Literature ReviewDisciplinary disproportionality -also known as the "discipline gap" -refers to the overrepresentation of some student populations in school-based disciplinary proceedings. One of the most marked examples of this phenomenon in the U.S.A. is the disproportionate representation of African American students in school suspensions, expulsions, and other disciplinary actions. This phenomenon has been consistently documented beginning with the seminal Children's Defense Fund study (1975), which found that African American students were two to three times as likely to be suspended from school as their White counterparts. Findings indicate that these trends have persisted (e.g., Noltemeyer & Mcloughlin, 2010;Skiba et al., 2011), although the source of the discrepancy continues to be debated. Disproportionality is problematic because exclusionary discipline is associated with negative outcomes including academic difficulties (e.g., Rausch & Skiba, 2004), high school drop-out (e.g., Costenbader & Markson, 1998), participation in criminal activity (e.g., Florida State Department of Education, 1995), and grade retention (e.g., Safer, 1986). Given the severity of these and other potentially negative correlates of suspension...

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Section: Student Characteristics and Disciplinementioning

confidence: 99%

The Effects of Student and Teacher Characteristics on Teacher Impressions of – and Responses to – Student Behaviors

Noltemeyer¹,

Kunesh²,

Hostutler³

et al. 2012

IES

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show abstract

“…They argue that the justification for exclusion is to force a student to behave and thereby remain in the school. However, evidence from Christle, Nelson, and Jolivette (2004), Imich (1994), Skiba, Peterson, and Williams (1997), and Kupchik and Catlaw (2015) suggests that exclusion is, in itself, driving students farther from the supports of the school, thus eroding their stake in the institution and broader society. These findings appear to directly challenge whether administrators, in following school and district policies, are responding to students' needs.…”

Section: Related Literaturementioning

confidence: 99%

“…Although existing literature condemns exclusionary practices (Imich, 1994;Maag, 2001;Morrison & Skiba, 2001), schools choose this route more than any other form of discipline (Raffaele-Mendez et al, 2002;Skiba, Peterson, & Williams, 1997). Although in-school suspension is an alternative that is used in schools to avoid removing students from school supports, the practice was not articulated as a disciplinary school-response option in the drug and alcohol policies reviewed in this study.…”

Section: Related Literaturementioning

confidence: 99%

“…Of these, half were excluded from school for more than five days, and an additional 30 percent were expelled. Some principals report that drug and alcohol related incidents are rare compared to other rule infractions that occur on a routine basis (Imich, 1994). Yet other research, conducted on a regional basis, indicates that up to 15 percent of all school exclusion is primarily related to illegal substances (see Massachusetts Department of Education, 2004).…”

Section: Context Of Contemporary Student Drug and Alcohol Policiesmentioning

confidence: 99%

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An Analysis of U.S. Student Drug and Alcohol Policies through the Lens of a Professional Ethic for School Leadership

Stamm

Frick

Mackey

2016

IJEPL

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This study explored the moral complexity of student drug and alcohol policies that are often disciplinary, punitive, and exclusionary in nature. The Ethic of the Profession and its Model for Students ' Best Interests (Shapiro & Stefkovich, 2016;Stefkovich, 2013), a professional ethical construct for educational leadership and for school workers writ large, was employed as a theoretical framework to evaluate a bounded case of seven school districts' pupil policies. This research utilized textual analysis of school policies from the school communities represented in the study, in addition to interview data employed in a larger systemic study from which this research is drawn. Findings contribute to a fuller understanding of the valuation process of local administrators when they are drafting policy in relation to an ethic of the profession. Practical implications include the impact of such school policies on the immediate and long-range needs of students deemed as at risk.

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“…Many studies attribute this increase to high-stakes accountability policies such as 'No child left behind' and 'zero tolerance' (Imich, 1994;Leone et al, 2000;Skiba et al, 1997). There are reports that students have been suspended for relatively minor disruptive behaviors, such as having a knife ('potential weapon') in the lunch box or talking on a cell phone while at school (American Psychological Association Zero Tolerance Task Force, 2008).…”

Section: Background and Existing Literaturementioning

confidence: 99%

Is there an educational penalty for being suspended from school?

Cobb‐Clark

Kassenboehmer

et al. 2014

Education Economics

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Suspension from school is a commonly-used, yet controversial, school disciplinary measure. This paper uses unique survey data to estimate the impact of suspension on the educational outcomes of those suspended. It finds that while suspension is strongly associated with educational outcomes, the relationship is unlikely to be causal, but rather likely stems from differences in the characteristics of those suspended compared to those not suspended.Moreover, there is no evidence that suspension is associated with larger educational penalties for young people from disadvantaged family backgrounds compared to those from more advantaged family backgrounds. These results hold regardless of whether self-reported suspension or mother-reported suspension is considered. The absence of a clear negative causal impact of suspension on educational outcomes suggests that suspension may continue to play a role in school discipline without harming the educational prospects of those sanctioned.

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Exclusions from school: current trends and issues

Cited by 55 publications

References 5 publications

The Effects of Student and Teacher Characteristics on Teacher Impressions of – and Responses to – Student Behaviors

The Effects of Student and Teacher Characteristics on Teacher Impressions of – and Responses to – Student Behaviors

An Analysis of U.S. Student Drug and Alcohol Policies through the Lens of a Professional Ethic for School Leadership

Is there an educational penalty for being suspended from school?

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