I Want To Learn But They Won’t Let Me: Exploring the Impact of School Discipline on Academic Achievement

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.

Academic performance, family support, interest and career decision among undergraduate students in Nigeria

“…It functioned as one of the main driving forces for students in choosing a program at higher institutions. Any career that does not match with the interests and abilities of students may lead to failure in their chosen career (Bell & Puckett, 2020).…”

“…Academic reason in this study refers to the academic performance of students, which led to their choosing a course of study (Kocak et al, 2021;Lopes et al, 2017). Academic achievement or performance of students in a specific course determines a student's success in higher education institutions (Bell & Puckett, 2020). That is to say, a student's achievement in an institution is determined by his or her success in a specific course of study.…”

Racial and ethnic differences in the consequences of school suspension for arrest

“…Although clear racial and ethnic disparities exist in the use of both suspension and arrest, research has not adequately attended to the extent to which the consequences of being suspended for future arrest differ by student race. Some qualitative research has pointed to the particular difficulties that Black students encounter when schools suspend them (Bell, 2019; Bell & Puckett, 2020), but few quantitative studies have examined racial/ethnic differences in the consequences of suspension (Chavez & Rocheleau, 2020; Fisher et al., 2021), and even fewer have examined racial differences in the connection between suspension and future arrest (Welch et al., 2022). McGlynn‐Wright et al.…”

Black Adolescent Boys’ Perceived School Mattering: From Marginalization and Selective Love to Radically Affirming Relationships

“…These stereotypes inform why stakeholders value Black boys and young men more for their assumed physical or entertainment prowess and less for their intellectual promise (Azzarito & Harrison, 2008; Howard, 2014). When Black boys internalize racist and gendered stereotypical treatment, it may result in devastating consequences such as distress and depressive symptoms (Seaton, Caldwell, Sellers, & Jackson, 2008; Sellers, Caldwell, Schmeelk‐Cone, & Zimmerman, 2003), diminished school engagement (Buckley, 2018; Griffin, Metzger, Halliday‐Boykins, & Salazar, 2020; Smalls et al., 2007), and a decreased likelihood to persist in school (Bell & Puckett, 2020; Wong, Eccles, & Sameroff, 2003).…”