Suspension and Expulsion: Effective Management for Students?

Bock, Stacey Jones; Tapscott, Katherine E.; Savner, Jennifer L.

doi:10.1177/105345129803400108

Cited by 15 publications

(3 citation statements)

References 8 publications

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“…[Out of school] suspensions and expulsions seem to be ineffective methods of dealing with misbehavior because they do not appear to be a determent for future misconduct (Bock, Tapscott & Savner, 1998). Bock, Tapscott & Savner also stated that suspending students increased the probability that the suspended student would eventually dropout of school.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Perceptions of the In-School Suspension Program at Centerville High School

Vaccar¹

2010

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This qualitative study provides teacher perceptions of the in-school suspension (ISS) program at Centerville High School. The study was based on semi-structured interviews of fifteen individuals, representing a sample of teachers in the math and science departments. Interview questions focused on three constructs: benefits, limitations, and suggestions for improvement. Overall, the results show that the teachers have found the ISS program to be an effective and necessary tool to help with classroom management. However, teachers have also reported areas of concern, such as, efficiency and functionality of the program. Other benefits, limitations and areas for improvement were also noted. These results can be used to inform other schools on the effects of the ISS program at their facility.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Perceptions of the In-School Suspension Program at Centerville High School

Vaccar¹

2010

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“…Some argue, exclusionary discipline is an effective, or at least necessary, response to student misbehavior. Bock et al (1998) took issue with this position, "On the surface, suspension or expulsion might seem like a reasonable form of punishment; however, problems range from recidivism and having a detrimental effect on academics to increasing the number of dropouts, cultural bias, and indiscriminate use" (p. 51). These negative effects are underscored when teachers and administrators rely on a reactive, punitive role in addressing inappropriate behaviors (Bock et al, 1998).…”

Section: Scholarly Contextmentioning

confidence: 99%

“…These scholars conclude the environment created in the schools negatively affects the emotional health and academic performance of even those students who are not the subject of exclusionary discipline (Bal et al, 2017;Bock et al, 1998;Brown & DiTillio, 2013). Several studies confirm in many school districts, Black and low-income students receive exclusionary discipline more frequently than their White, higher income counterparts.…”

Section: Negative Outcomesmentioning

confidence: 99%

An analysis of discipline disparities of Black and White students in Springfield public schools

Griffith¹

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In the existing literature, there is evidence of inequities in the use of exclusionary discipline, however, there is an absence of literature examining why this discrepancy exists in light of substantial efforts to address the problem. The purpose of this study, therefore, is to address these concerns. First, the study examines any existing disparities in school discipline within a Midwest school district. Then, the study seeks to determine what contributing factors have led to an environment where Black students may receive exclusionary discipline significantly more often than their White counterparts. Quantitative findings from this mixed-methods study confirmed Black students received exclusionary discipline at a higher rate than White students at the school district, despite a reduction in the overall use of exclusionary discipline in the district. Qualitative data revealed 1) some, but not all, district staff believe there was a significant disparity in exclusionary discipline between Black and White students, 2) all participants agreed the district policies regarding exclusionary discipline are imprecise, subjective, and inconsistent, 3) all participants identified the primary cause of inequities in the use of exclusionary discipline were identified as staff members' lack of appreciation for cultural and ethnic differences. The researcher recommends a three-fold approach to ameliorate this inequity. These include sharing these findings with all employees, providing sensitivity training for employees, and moving toward more objective criteria for the assignment of exclusionary discipline.

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Bridging Criminal Justice Scholarship into the Field of Higher Education: Implications for Research, Practice, and Policy

Huerta

Lopez

Salazar

et al. 2022

Higher Education: Handbook of Theory and Research

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Suspension and Expulsion: Effective Management for Students?

Cited by 15 publications

References 8 publications

Teachers’ Perceptions of the In-School Suspension Program at Centerville High School

Teachers’ Perceptions of the In-School Suspension Program at Centerville High School

An analysis of discipline disparities of Black and White students in Springfield public schools

Bridging Criminal Justice Scholarship into the Field of Higher Education: Implications for Research, Practice, and Policy

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