Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices

Why Are Students of Color (Still) Punished More Severely and Frequently Than White Students?

“…The "get tough" approaches that many classrooms and schools have adopted dehumanize students, in his view, and consequently produce mistrust and resistance from students. Noguera (2003) wrote disciplinary practices in schools often bear a striking similarity to the strategies used to punish adults in society. Typically, schools rely on some form of exclusion or ostracism to control the behavior of students…the assumption is that safety and order can be achieved by removing "bad" individuals and keeping them away from others who are presumed to be "good" and law abiding.…”

RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions

“…For example, an activity that includes a topic relevant and interesting to a student will likely increase student engagement. When students are engaged, they display less negative behavior and develop a sense of positive belonging (Langhout & Mitchell, 2008;Noguera, 2003). Topics and curriculum that are culturally relevant to students are likely to increase their engagement and motivation in the classroom.…”

“…The way in which the school will engage the student's family in behavioral development is also defined. The goal of all targeted changes is to reduce undesired behaviors for the classroom and promote desired behaviors by enhancing the connections the student is making across levels so that he or she becomes a more engaged, active learner (Harris-Murri et al, 2006;Langhout & Mitchell, 2008;Noguera, 2003). 1) Which school/classroom parameters can be changed to promote the desired behavior and reduce the undesired behavior?…”

Preps and Punks: An Inquiry into Externally Imposed Factors that Contribute to the Social Categorization of Students

“…It is not always possible to achieve success through determination and hard work. Research suggests that there may be a relationship between pedagogical practices and the social formations that determine academic success (Noguera, 2003). This is the point of inquiry for this paper.…”

“…Many researchers have examined the division of students into social categories (Bowles & Gintis, 1976;Eckert, 1989;Giroux, 2004;Noguera, 2003;Weiner, 2003). Much of this research focuses on socio-economic status as a predeterminant for participation in each of the predominant groups.…”