Punishing the Vulnerable: Exploring Suspension Rates for Students With Learning Disabilities

Brobbey, Gordon

doi:10.1177/1053451217712953

Cited by 12 publications

(14 citation statements)

References 12 publications

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“…Brobbey (2018) synthesized the discipline literature pertaining to SWDs and reported that students with learning disabilities accounted for 11% of the population but 20% of all suspensions. The study also reported that (a) students with learning disabilities were more likely to be suspended than students without learning disabilities and (b) minority students with learning disabilities were more likely to be suspended than White students with learning disabilities.…”

Section: Resultsmentioning

confidence: 99%

The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

Welsh¹,

Little²

2018

Review of Educational Research

262

194

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In recent decades, K-12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender, and income disparities in disciplinary outcomes, and the effectiveness of emerging alternatives to exclusionary disciplinary approaches. Our findings indicate that the causes of the disparities are numerous and multifaceted. Although low-income and minority students experience suspensions and expulsions at higher rates than their peers, these differences cannot be solely attributed to socioeconomic status or increased misbehavior. Instead, school and classroom occurrences that result from the policies, practices, and perspectives of teachers and principals appear to play an important role in explaining the disparities. There are conceptual and open empirical questions on whether and how some of the various alternatives are working to counter the discipline disparities.

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Section: Resultsmentioning

confidence: 99%

The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

Welsh¹,

Little²

2018

Review of Educational Research

262

194

View full text Add to dashboard Cite

show abstract

“…In addition to racial disparities, studies have also highlighted discrepancies in discipline practices for males (e.g., Bradshaw et al, 2010), students of low socioeconomic status (e.g., Petras et al, 2011), and students labeled with disabilities (e.g., Brobbey, 2018;Sullivan et al, 2013). Intersectionality (i.e., intersecting forms of oppression, exclusion, and erasure; see Annamma et al, 2018;Blake et al, 2017) refers to the compounding experiences of social injustice for students at the intersections of these groups (Artiles, 2011).…”

mentioning

confidence: 99%

Disproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis

Cruz

Firestone

Rodl

2021

Review of Educational Research

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A full canon of empirical literature shows that students who are African American, Latinx, or American Indian/Alaskan Native, and students who are male, diagnosed with disabilities, or from low socioeconomic backgrounds are more likely to experience exclusionary discipline practices in U.S. schools. Though there is a growing commitment to mitigating discipline disparities through alternative programming, it is clear that disproportionality in the application of harmful discipline practices persists. The purpose of this literature synthesis was to examine the effectiveness of empirically studied school-based interventions in reducing disproportionality in discipline practices. We analyzed articles that assessed both prevention and intervention program effects using at least one outcome variable representing exclusionary discipline, either in the form of office discipline referrals or suspension/expulsion rates. Included studies used experimental, quasi-experimental, or observational research designs that disaggregated student outcomes by race, ethnicity, gender, disability, or other sociodemographic categories. We identified 20 articles meeting inclusion criteria, four of which provided direct evidence of disproportionality reduction using interaction terms. Results indicate limited evidence that available programs reduce discipline disparities and that common programs may function as a protective factor for White and female students while failing to do so for marginalized students. Findings identify promising areas for future research.

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“…Students who are CLD with disabilities are more susceptible to high rates of disciplinary exclusions such as suspensions and expulsions (Brobbey, 2018; Vincent, Randall, Cartledge, Tobin, & Swain-Bradway, 2011; Whitford & Addis, 2017) and are at greater risk for exclusion from the general education classroom and school failure due to academic frustration (Brobbey, 2018). For CLD families of students with disabilities, there might be a disconnection between the school culture and the home or community culture, meaning that there might be differing views about school-based behavior management methods that are not consistent with home approaches (Hill, 2010).…”

Section: Engaging With Behavior Strategiesmentioning

confidence: 99%

Engaging Culturally and Linguistically Diverse Families of Children with Disabilities

Gerzel‐Short

Kiru

Hsiao

et al. 2019

Intervention in School and Clinic

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Classrooms are increasingly more diverse, and student success can be enhanced through family engagement, especially for culturally and linguistically diverse (CLD) students with disabilities. Too often teachers are stymied by how to engage CLD families of children with disabilities. Common practices of parent involvement are ineffective and fail to appreciate families as members of the educational team. Family engagement seeks to establish and maintain authentic family-school partnerships based on mutual respect and shared agency for student academic and social success. This column provides specific family engagement strategies that teachers and schools can implement in an effort to provide reciprocal collaboration.

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Punishing the Vulnerable: Exploring Suspension Rates for Students With Learning Disabilities

Cited by 12 publications

References 12 publications

The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

Disproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis

Engaging Culturally and Linguistically Diverse Families of Children with Disabilities

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