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Palgrave Macmillan

Inequality in School Discipline

Research and Practice to Reduce Disparities

  • Book
  • © 2016

Overview

Editors:
  1. Russell J. Skiba

    1. Center for Evaluation and Education Policy School of Education, Indiana University, Bloomington, USA

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  2. Kavitha Mediratta

    1. The Atlantic Philanthropies, New York, USA

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  3. M. Karega Rausch

    1. Center for Evaluation and Education Poli, Indiana University Center for Evaluation and Education Poli, Bloomington, USA

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  • Explores discipline disparities in American schools using the most up-to-date research available
  • Presents a comprehensive framework for defining and implementing interventions to improve equity and fairness in the application of school discipline
  • Includes work from the top scholars in discipline reform

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About this book

This edited volume fills a critical void by providing the most current and authoritative information on what is known about disciplinary disparities. School exclusion—out-of-school suspension and expulsion in particular—remains a substantial component of discipline in our nation’s schools, and those consequences continue to fall disproportionally on certain groups of learners. The negative consequences of frequent and inequitable use of school exclusion are substantial, including higher rates of academic failure, dropout, and contact with the juvenile justice system.  As educators, policymakers, community leaders, and other youth-serving organizations begin the difficult work of creating more equitable school disciplinary systems, the need for effective disparity-reducing alternatives could not be more important. Drawing on the multi-year ground-breaking work of the Discipline Disparities Collaborative, the chapters in this book provide cutting edge knowledge supporting a new national imperative to eliminate race, gender, disability, and sexual orientation-based disciplinary disparities.

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xxi
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  2. Discipline Disparities: A Research-to-Practice Collaborative

    1. Front Matter

      Pages 1-1
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    2. Introduction

      • Kavitha Mediratta, M. Karega Rausch
      Pages 3-19

    3. What Do We Know About Discipline Disparities? New and Emerging Research

      • Russell J. Skiba, Mariella I. Arredondo, Chrystal Gray, M. Karega Rausch
      Pages 21-38

    4. How Educators Can Eradicate Disparities in School Discipline

      • Anne Gregory, James Bell, Mica Pollock
      Pages 39-58

  3. Understanding and Addressing Disparities: What We Are Learning and What We Can Do

    1. Front Matter

      Pages 59-59
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    2. Sexual Orientation-Based Disparities in School and Juvenile Justice Discipline Practices: Attending to Contributing Factors and Evidence of Bias

      • V. Paul Poteat, Jillian R. Scheer, Eddie S. K. Chong
      Pages 61-78

    3. Does Student–Teacher Racial/Ethnic Match Impact Black Students’ Discipline Risk? A Test of the Cultural Synchrony Hypothesis

      • Jamilia J. Blake, Danielle M. Smith, Miner P. Marchbanks III, Allison L. Seibert, Steve M. Wood, Eun Sook Kim
      Pages 79-98

    4. Reducing Racial Disparities in School Discipline: Structured Decision-Making in the Classroom

      • Aishatu R. Yusuf, Angela Irvine, James Bell
      Pages 99-114

    5. School-wide Positive and Restorative Discipline (SWPRD): Integrating School-wide Positive Behavior Interventions and Supports and Restorative Discipline

      • Claudia G. Vincent, John Inglish, Erik J. Girvan, Jeffrey R. Sprague, Timothy M. McCabe
      Pages 115-134

    6. Ecologies of School Discipline for Queer Youth: What Listening to Queer Youth Teaches Us About Transforming School Discipline

      • L. Boyd Bellinger, Nicole Darcangelo, Stacey S. Horn, Erica R. Meiners, Sarah Schriber
      Pages 135-152

    7. The Potential of Restorative Approaches to Discipline for Narrowing Racial and Gender Disparities

      • Anne Gregory, Kathleen Clawson
      Pages 153-170

    8. Intersectional Inquiries with LGBTQ and Gender Nonconforming Youth of Color: Participatory Research on Discipline Disparities at the Race/Sexuality/Gender Nexus

      • Jennifer F. Chmielewski, Kimberly M. Belmonte, Michelle Fine, Brett G. Stoudt
      Pages 171-188

    9. Research and Training to Mitigate the Effects of Implicit Stereotypes and Masculinity Threat on Authority Figures’ Interactions with Adolescents and Non-Whites

      • Kimberly Barsamian Kahn, Phillip Atiba Goff, Jack Glaser
      Pages 189-205

    10. Discipline Disparities for LGBTQ Youth: Challenges that Perpetuate Disparities and Strategies to Overcome Them

      • Shannon D. Snapp, Stephen T. Russell
      Pages 207-223

    11. From Punitive to Restorative: One School’s Journey to Transform Its Culture and Discipline Practices to Reduce Disparities

      • Marieka Schotland, Harriet MacLean, Karen Junker, Jean Phinney
      Pages 225-242

  4. Conclusions and Implications

    1. Front Matter

      Pages 243-243
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    2. Eliminating Excessive and Disparate School Discipline: A Review of Research and Policy Reform

      • Daniel J. Losen, Leticia Smith-Evans Haynes
      Pages 245-262

    3. Conclusion: Moving Toward Equity in School Discipline

      • Russell J. Skiba
      Pages 263-279

  5. Back Matter

    Pages 281-285
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Editors and Affiliations

  • Center for Evaluation and Education Policy School of Education, Indiana University, Bloomington, USA

    Russell J. Skiba

  • The Atlantic Philanthropies, New York, USA

    Kavitha Mediratta

  • Center for Evaluation and Education Poli, Indiana University Center for Evaluation and Education Poli, Bloomington, USA

    M. Karega Rausch

About the editors

Russell J. Skiba is Professor in School Psychology and Director of the Equity Project at Indiana University, USA. He is among the most cited researchers in the nation on racial and ethnic disparities in school discipline. In addition to numerous publications in peer-reviewed journals and book chapters, he has consulted with numerous states and districts on school discipline, school violence, and reducing disparities.

Kavitha Mediratta is Chief Strategy Advisor for Equity Initiatives and Human Capital Development at The Atlantic Philanthropies. She is a national leader in reforming zero tolerance school discipline and improving educational systems. In addition to publications on those topics, she has authored numerous publications and book chapters on community organizing and grassroots activism for public education reform. 

M. Karega Rausch is Adjunct Faculty member at Indiana University, USA. He has authored or co-authored more than twenty professional publications with an emphasis on racial/ethnic disproportionality in school discipline and special education. He is also a sought after speaker and expert in charter school accountability.

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