How effective are severe disciplinary policies? School policies and offending from adolescence into young adulthood

Matjasko, Jennifer L.

doi:10.1016/j.jsp.2011.05.002

Cited by 11 publications

(8 citation statements)

References 42 publications

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“…Most previous research has focused on out-of-school suspensions-likely because they are the most frequently used and are regularly found to be associated with negative outcomes (20,21). However, other disciplinary outcomes, although used less often, are also likely damaging to students (22).…”

mentioning

confidence: 99%

Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias

Riddle

Sinclair

2019

Proc. Natl. Acad. Sci. U.S.A.

191

128

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There are substantial gaps in educational outcomes between black and white students in the United States. Recently, increased attention has focused on differences in the rates at which black and white students are disciplined, finding that black students are more likely to be seen as problematic and more likely to be punished than white students are for the same offense. Although these disparities suggest that racial biases are a contributor, no previous research has shown associations with psychological measurements of bias and disciplinary outcomes. We show that county-level estimates of racial bias, as measured using data from approximately 1.6 million visitors to the Project Implicit website, are associated with racial disciplinary disparities across approximately 96,000 schools in the United States, covering around 32 million white and black students. These associations do not extend to sexuality biases, showing the specificity of the effect. These findings suggest that acknowledging that racial biases and racial disparities in education go hand-in-hand may be an important step in resolving both of these social ills.

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confidence: 99%

Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias

Riddle

Sinclair

2019

Proc. Natl. Acad. Sci. U.S.A.

191

128

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“…36 The studies on incidental legal epidemiology evaluated the side effects of medical liability, 37 the possible health effects of community redevelopment, 38 and policies on school discipline. 39 Of the 158 articles by study type, the most common included intervention studies (n ¼ 49, 31%) and implementation studies (n ¼ 40, 25%), followed by 24 (15%) on legal mapping, 22 (14%) on policy making, and 16 (10%) reviews. Of the 16 reviews, 2 were systematic reviews completed under the auspices of the Community Guide 19,40 ; 4 were other systematic reviews; and 10 were narrative reviews.…”

Section: Resultsmentioning

confidence: 99%

A Scan of CDC-Authored Articles on Legal Epidemiology, 2011-2015

et al. 2016

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“…It may be that, at schools that have relatively more older students, or more young males than young females, and so on (see the student level in Figure 1), each student in Relevance of student and contextual school variables 6 the school experiences more violent behaviour than students attending schools with other or opposite characteristics (cf. also Lee, Borden, Serido, & Perkins, 2009;Matjasko, 2011).…”

Section: Figure 1 About Herementioning

confidence: 97%

Relevance of student and contextual school variables in explaining a student’s severity of violence experienced

Mooij

2015

Teachers and Teaching

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Teachers conceptualise and interpret violent behaviour of secondary students in different ways. They also differ in their estimates of the relevance of student and contextual school variables when explaining the severity of violence experienced by students. Multiple regression analyses reveal that a student who is older, a young male, born in the country of residence, feels at home in another country, does not have an intact family, is not religious, is enrolled in the highest educational track, and is achieving lower marks in the school subjects of language and mathematics, experiences more severe violence than other students (explained variance 3.4%). Simultaneously, different types of contextual school variables are differently relevant. Mean severity of violence experienced by students at school indicates clearly more variance (2.3%) than the combination of student composition variables (0.4%). The conclusion is that the theoretical model is empirically supported, which also underlines the validity of the MSSVE. The discussion focuses on a comprehensive multilevel approach to stimulate and check improvement of social cohesion at school.

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How effective are severe disciplinary policies? School policies and offending from adolescence into young adulthood

Cited by 11 publications

References 42 publications

Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias

Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias

A Scan of CDC-Authored Articles on Legal Epidemiology, 2011-2015

Relevance of student and contextual school variables in explaining a student’s severity of violence experienced

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