School procedural justice and being pushed out: examining the intersection of sex and race/ethnicity

Varela, Kay S.; King, Sanna; Peguero, Anthony A.; Rusoja, Alicia

doi:10.1080/02732173.2020.1763878

Cited by 5 publications

(3 citation statements)

References 33 publications

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“…Adults may be aware of the unfairness of their policies (Lewis & Diamond, 2015; Nolan, 2011), yet feel obligated by their peers to punish “deviant” behaviors in order to avoid sanctions (Fine, 2004). Such choices about what to penalize and what to reward contribute to persistent inequities in school discipline, both at the individual (Morris & Perry, 2017; Varela et al, 2020) and institutional (Payne & Welch, 2010; Ramey, 2015) levels. As scholars call for research into how youth practice resistance in school contexts (Diamond et al, 2021), this research demonstrates one avenue of resistance via students’ engagement in an underground snack market.…”

Section: Discussionmentioning

confidence: 99%

“You Selling?”: Snack Sales and the Construction of Deviance in a High School

Gorski

2022

Youth & Society

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Youths’ affinity for snack foods is well-documented; in various contexts, they sell chips, candy, and other goods. Adults may frame such sales as either entrepreneurial or deviant, which can contribute to positive youth development (on one hand) or cycles of disengagement and criminalization (on the other). Drawing on ethnographic and interview data from Hamilton High School, I show how adults’ criminalization of snack sales led the activity to more closely resemble that which they feared: drug sales. Snack sales constitute one way in which youth exercise agency in the face of broad institutional control, leading some to challenge the legitimacy of the school overall. These findings represent a case of how youth experience “criminalized childhoods” in a school context.

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Section: Discussionmentioning

confidence: 99%

“You Selling?”: Snack Sales and the Construction of Deviance in a High School

Gorski

2022

Youth & Society

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“…Prior experiences with exclusionary discipline may adversely affect school-family relationships if parents deem suspensions harmful or unfair (Haight et al, 2014). Similar to student perceptions of a school’s procedural justice (Varela et al, 2020), how parents perceive the fairness in the disciplinary process in their school may vary across race/ethnicity. Moreover, perceptions that school disciplinary practices are just and fair among students and parents may shape relationships with school personnel as well as a sense of belonging and safety (Brasof & Peterson, 2018; Varela et al, 2020).…”

Section: School-family Relationships and School Disciplinementioning

confidence: 99%

“…Similar to student perceptions of a school’s procedural justice (Varela et al, 2020), how parents perceive the fairness in the disciplinary process in their school may vary across race/ethnicity. Moreover, perceptions that school disciplinary practices are just and fair among students and parents may shape relationships with school personnel as well as a sense of belonging and safety (Brasof & Peterson, 2018; Varela et al, 2020). The lack of longitudinal student-level data on school climate and students’ disciplinary outcomes has limited the investigation of the directionality of the effects between school climate and disciplinary outcomes (Huang & Anyon, 2020).…”

Section: School-family Relationships and School Disciplinementioning

confidence: 99%

The Ties That Bind: An Examination of School-Family Relationships and Middle School Discipline in New York City

Rodriguez,

Welsh

2023

Educational Researcher

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Inequities in exclusionary discipline result from a complex process involving students, families, and school personnel. However, little research has explored the topic from parent perspectives. This study used parent survey data from New York City to investigate the link between school-family relationships and students experiencing exclusionary discipline. Results indicate that stronger parental trust toward teachers is connected to a reduced probability that a student receives an office discipline referral, while greater trust in principals is associated with a lower chance of suspension. Several aspects of school-family relationships, such as parent-principal trust, parental involvement, and school outreach and communication, heterogeneously predict a lower likelihood of experiencing exclusionary discipline by student race and special education status. These findings demonstrate the interdependent role of families and school staff in child development and highlight the need to cultivate positive school-family relationships as a potential strategy for addressing exclusionary discipline disparities.

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