Using narrative inquiry to understand persistently disciplined middle school students

Kennedy-Lewis, Brianna L.; Murphy, Amy; Grosland, Tanetha J.

doi:10.1080/09518398.2014.974718

Cited by 8 publications

(6 citation statements)

References 35 publications

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“…Similarly, how school factors are associated with the referral process and persistently referred students has received relatively little attention (Anderson & Ritter, 2017; Liu et al, 2022; Skiba et al, 2014). Prior studies have examined students’ experiences being persistently disciplined and labeled as a “frequent flyer” and the label’s deficit underpinnings (Kennedy-Lewis, 2012, 2013; Kennedy-Lewis & Murphy, 2016; Kennedy-Lewis et al, 2016). Another set of studies have used quantitative analyses to shed light on students receiving multiple disciplinary consequences, with a focus on the frequency of suspensions over a period of time rather than in a single school year (Fisher et al, 2021; Smith et al, 2020; Wilkerson & Afacan, 2021).…”

Section: A Better Understanding Of the Disciplinary Process: From Odr...mentioning

confidence: 99%

The Plight of Persistently Disciplined Students: Examining Frequent Flyers and the Conversion of Office Discipline Referrals Into Suspensions

Welsh

Rodríguez

2023

Educational Evaluation and Policy Analysis

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Racial inequality in exclusionary discipline is a salient educational equity issue. The implications of educators’ discretion in administering discipline and the complexity of repeated office discipline referrals (ODRs) and suspensions are reflected in school discipline policy debates nationwide. This brief uses New York City to learn more about persistently disciplined students. Black students are more likely to be persistently referred than other students. The disparities in the students who are persistently suspended are not as stark as the disparities in the students who are persistently referred. School characteristics play an essential role in predicting persistently disciplined students and the findings reinforce the value of teachers’ diversity and experience and school climate for reducing racial inequality in school discipline.

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Section: A Better Understanding Of the Disciplinary Process: From Odr...mentioning

confidence: 99%

The Plight of Persistently Disciplined Students: Examining Frequent Flyers and the Conversion of Office Discipline Referrals Into Suspensions

Welsh

Rodríguez

2023

Educational Evaluation and Policy Analysis

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“…Disproportionate use of students' suspension is noted in the United States, with evidence of higher suspension for students of color (Arcia, E., 2007;Bland & Mitchell, 2018;Gopalan & Nelson, 2019;Morris & Perry, 2017; Skiba et al, 2012;Sparks, 2018). Enormous adverse consequences of disproportionate suspensions have also been reported in literatures (Atkins et al, 2002;Balfanz et al, 2007;Fabelo et al, 2011;Gregory et al, 2010;Hoffmann, 2017;Kennedy-Lewis et al, 2016;Marchbanks et al, 2015;Noguera, 2003;Toldson, 2011;Weissman, 2015). For an example, suspensions funnel students of color out of classrooms and into jail cells (Weissman, 2015).…”

Section: Discussion and Concluding Remarksmentioning

confidence: 70%

“…Repeatedly disciplined students are more likely to drop out from schools (Fabelo et al, 2011). Suspended students are often viewed as problem students, a perception that is difficult to change (Kennedy- Lewis et al, 2016;Weissman, 2015). Suspension may lead to subsequent participation in juvenile and criminal justice systems (Fabelo et al, 2011;Noguera, 2003;Toldson, 2011), and it may have tremendous economic costs to the lives of suspended students, the school and society (Marchbanks et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Disproportionality and Risk of High School Students Suspensions due to Non-parental Involvement

2021

MTM

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A recent study (Bryant & Wilson, 2020) investigates disproportionality of Charter High School students' suspensions due to students' ethnicity, socioeconomic status and gender, and it concludes that ethnicity and social status significantly affect students' suspension. Many researches argue that parental activity is significantly related to improved students' outcome (e.g., see Liu et al., 2020). However, the parental and family involvement activities have not been investigated in relation to the high school students' suspension. The purpose of this study is to investigate high school students' suspension due to ethnicity, socioeconomic status and gender adjusted for the parental and family involvement factors in education and vice versa, by employing the data from the United States National Household Education Surveys. Bivariate analyses suggest that six out of the eight parental factors are significantly related to high school students' suspension (chi-squared p-value<0.05). Adjusted multiple logistic regression analyses suggest that four out of the eight parental involvement factors significantly (p-value<0.05) affect high school students' suspension with non-parental involvement showing higher odds of suspension. Our findings have significant implications for practicing and policymaking, as educators and policymakers seek to reduce students' suspension in the face of adverse students' outcomes.

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“…The chronic discipline risk index similarly calculates prevalence measured as the proportion of students from a target racial or ethnic group who have experienced multiple exclusionary disciplinary actions within a given school year. While there is no universal consensus on the number of ODRs or suspensions that constitutes chronic or persistently disciplined, most prior studies have defined persistently disciplined students as students who received two or more suspensions in a school year (Kennedy-Lewis, 2013; Kennedy-Lewis et al, 2016).…”

Section: The Dimensions Of School Discipline: An Analytic Frameworkmentioning

confidence: 99%

The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools

Rodríguez

Welsh

2022

AERA Open

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The school discipline literature has expanded rapidly in recent decades, yet the conceptualization and measurement of school discipline patterns remains overlooked. In this paper, we present a comprehensive analytic framework to examine school discipline patterns that encompasses school-level metrics that capture the prevalence and disparity in exclusionary discipline and regression-based approaches that examine the likelihood that students experience exclusionary discipline. We apply the framework to New York City and, based on school-level metrics, find that Black students have the highest prevalence and the highest disproportionality. Results from regression models affirm that Black students are most likely to receive office discipline referrals and suspensions and experience differential processing of suspensions for similar categories of infractions. The findings illustrate the nuances of the disciplinary process in schools and inform the consideration of a range of available analytic tools that educational stakeholders may employ to better measure and understand exclusionary discipline.

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Using narrative inquiry to understand persistently disciplined middle school students

Cited by 8 publications

References 35 publications

The Plight of Persistently Disciplined Students: Examining Frequent Flyers and the Conversion of Office Discipline Referrals Into Suspensions

The Plight of Persistently Disciplined Students: Examining Frequent Flyers and the Conversion of Office Discipline Referrals Into Suspensions

Disproportionality and Risk of High School Students Suspensions due to Non-parental Involvement

The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools

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