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Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district
Abstract
Examines out-of-school suspensions in a large, ethnically-diverse school district by race, gender, school level and infraction type. Key issues of interest; Analysis of pertinent topics and relevant issues; Implications on the education and treatment of children.
... Salah satu dari sedikit penelitian menguji disiplin sekolah untuk kelompok anak muda lainnya menggunakan data dari 1996-1997 tentang penangguhan di antara siswa Kulit Putih, Hitam, dan Hispanik dari 142 sekolah dari distrik sekolah di Florida tengah barat (Mendez & Knoff, 2003). Studi tersebut melaporkan bahwa siswa Hispanik lebih mungkin diskors daripada siswa kulit putih tetapi lebih kecil kemungkinannya daripada siswa kulit hitam untuk diskors (Mendez & Knoff, 2003). ...
... Salah satu dari sedikit penelitian menguji disiplin sekolah untuk kelompok anak muda lainnya menggunakan data dari 1996-1997 tentang penangguhan di antara siswa Kulit Putih, Hitam, dan Hispanik dari 142 sekolah dari distrik sekolah di Florida tengah barat (Mendez & Knoff, 2003). Studi tersebut melaporkan bahwa siswa Hispanik lebih mungkin diskors daripada siswa kulit putih tetapi lebih kecil kemungkinannya daripada siswa kulit hitam untuk diskors (Mendez & Knoff, 2003). Satu-satunya studi nasional tentang perbedaan ras dan etnis dalam disproporsionalitas disiplin yang kami dapat temukan memeriksa laporan orang tua tentang apakah anak kelas 7 sampai 12 mereka telah diskors atau dikeluarkan. ...
... Menurut penelitian Wallace Jr et al. (2008) menunjukkan bahwa gender dapat memoderasi hubungan antara disiplin sekolah dan ras; yaitu, kekuatan hubungan antara disiplin sekolah dan ras dapat bervariasi, tergantung pada jenis kelamin siswa. Sebagai contoh, beberapa penulis telah menemukan bahwa laki-laki kulit hitam memiliki tingkat suspensi tertinggi, diikuti oleh laki-laki kulit putih, perempuan kulit hitam, dan perempuan kulit putih (Skiba et al., 2002b), sedangkan yang lain menemukan bahwa tingkat suspensi perempuan kulit hitam lebih tinggi daripada lakilaki kulit putih (Mendez & Knoff, 2003). ...
This study aims to determine the implementation of multicultural education as an effort to strengthen the value of the character of tolerance in students at SDN Kapuk Muara 01. The research method used is descriptive qualitative with a case study approach. In addition, the researcher intends to understand the social situation in depth. Data collection techniques researchers used several methods, namely interviews, documentation, and observation. The population of this study was SDN Kapuk Muara 01 grades 4 to 6, which amounted to 83 students. The results showed that the application of multicultural education at SDN Kapuk Muara 01 was included in the high category, based on the percentage value of the high category of 42%. While the students of SDN Kapuk Muara 01 have a moderate tolerance, based on the percentage value of the medium category of 35%.
... Researchers, Knoff and Raffaele Mendez (2003) determined that students, who were male, Black, and in middle school are at a greater risk of being suspended from school (Knoff & Raffaele Mendez, 2003). The Black male experienced the highest percentage of any group as far as being suspended at least one time for all levels, elementary, secondary, and high school. ...
... Researchers, Knoff and Raffaele Mendez (2003) determined that students, who were male, Black, and in middle school are at a greater risk of being suspended from school (Knoff & Raffaele Mendez, 2003). The Black male experienced the highest percentage of any group as far as being suspended at least one time for all levels, elementary, secondary, and high school. ...
... The Black male experienced the highest percentage of any group as far as being suspended at least one time for all levels, elementary, secondary, and high school. The authors have also uncovered the fact Black males have the highest suspension rate per 100 students (Knoff & Raffaele Mendez, 2003). The most common reason for being suspended is disobedience/insubordination. ...
... Allerdings liegen diese Unterschiede nicht in der Schwere des Verhaltens begründet. Auch wenn Suspendierungen streng genommen nur für wirklich schwere Vergehen ausgesprochen werden sollten, konnte gezeigt werden, dass Schüler*innen ebenfalls suspendiert wurden, wenn sie keine Gewalt angewendet und den Unterricht kaum gestört haben (Raffaele Mendez & Knoff, 2003). Damit liegt auch nahe, dass afroamerikanische Schüler*innen eine Suspendierung für ein weniger schwerwiegendes Verhalten erhalten (Skiba & Rausch, 2006); häufig für Verhalten, für das andere Schüler*innen überhaupt nicht suspendiert werden würden (McFadden, Marsh, Price & Hwang, 1992). ...
... Each of these trends in over-representation must be examined in relation to race and ability. In this case, an additional consideration would include gender, given that most of these statistics represent males; at the same time, females of color are also disproportionately represented in disciplinary actions, special education and the juvenile justice system compared to their white female peers (The American Bar Association and National Bar Association 2001; Losen and Skiba 2010;Mendez and Knoff 2003;Oswald, Coutinho, and Best 2002). ...
... As a result, Black students are overrepresented in suspensions and office referrals, as well as referrals to special education (Bradshaw et al. 2010). Black students are three to seven times more likely to be suspended than White students (Raffaele Mendez and Knoff 2003;Wald and Losen 2003). In a nationally representative sample, Black, Hispanic, and American Indian youth were slightly more likely than White and Asian American youth to be sent to the office and considerably (2-5 times) more likely to be suspended and expelled (Wallace et al. 2008). ...
Mental health is an important part of a child’s overall well-being, with considerable influences on their academic outcomes. Youth who are better adjusted emotionally tend to have positive learning outcomes, such as higher academic performance and high school graduation rates. They also have better social outcomes (e.g., positive peer relationships) and fewer mental health problems (e.g., substance use) later in life. Schools
play an essential role in shaping the mental health of their students – teachers and school personnel are among the first people in a child’s life to observe, identify, and intervene with mental health symptoms. This chapter provides an overview of youth mental health in school settings that includes information on causes of mental health problems and how they may manifest in schools. The school-based mental health (SBMH) model is
presented along with current research on the effectiveness of SBMH programs. Racial/ethnic disparities in the use of SBMH services and in disciplinary rates persist in school settings; this chapter highlights the use of the SBMH model as a way to mitigate these issues in order to promote the mental health well-being of all students.
In U.S. schools, disruptive behavior is by far the primary reason for disciplinary referrals, including suspensions and expulsions. School-based interventions targeting disruptive behavior usually position struggling youth as treatment recipients and neglect the psychosocial benefits of helping others. In this mixed methods pilot study, we evaluate the preliminary feasibility and acceptability of Peer Coach Training (PCT), a novel, school-based intervention for youth referred for disruptive behavior that deemphasizes the youth’s existing problems and focuses instead on training youth to help their peers. We used quantitative and qualitative methods to evaluate the feasibility and acceptability of PCT on two cohorts of disruptive youth (N = 9) in an urban middle school in Southern California. Youth and teachers completed assessments at baseline, post-treatment, and three-month follow-up. At posttreatment and follow-up, youth reported significant reductions in externalizing problems, as well as reductions in conduct problems, attention problems, and aggressive behavior; in contrast, teacher ratings yielded null findings. Qualitative interviews revealed that youth and teachers observed positive changes in peer interactions, self-confidence, and classroom participation efforts. Youth satisfaction data indicated that youth enjoyed participating in PCT and would highly recommend it to their friends. Results from this pilot evaluation suggest that training youth to help their peers is an appealing, feasible, and promising strategy for reducing disruptive behavior, however, controlled trials are needed to provide evidence for treatment efficacy.
This paper provides evidence of a new peer effect structure by showing that middle-achieving peers influence academic achievement. By exploiting the random assignment of students to classes within middle schools, we find that students perform better in the presence of hardworking middle-achieving peers. We examine the role of a better classroom environment, motivated learning attitudes, and responsible teachers as key mechanisms. Low- (vs. high-) achieving students are more strongly affected in terms of academic performance and learning attitude by middle-achieving peers’ positive spillovers. Therefore, teachers should give due consideration to middle-achieving students.
Disciplinary exclusions have been a persistent concern for decades, particularly among racially and ethnically diverse students and students with disabilities. In this chapter, we discuss disparities in disciplinary exclusions and consequences of disciplinary exclusions, and we advance empirical evidence of disproportionate discipline through an in-depth analysis of the 2017–2018 Civil Rights Data Collection (CRDC). CRDC data indicate that (a) Black students continue to receive significantly more ISS and OSS than White students, (b) Hispanic students do not disproportionately experience disciplinary exclusions at the same rate as Black students, (c) students with disabilities are 122% more likely to receive an ISS and OSS than students without disabilities after controlling for all other school characteristics, and (d) male students are 125% more likely to be suspended than female students. Further, findings regarding Hispanic students complicate broad stroke arguments that racially and ethnically diverse students disproportionately experience disciplinary exclusions. Implementing with fidelity Multitier Systems of Support (MTSS) such as Positive Behavioral and Interventions and Supports (PBIS) has the potential to address these inequities as these systems are data driven and promote evidence-based instructional and behavioral practices.KeywordsDisciplinary exclusions Disproportionality Students with disabilities Discrimination
Teachers’ perceptions of and intervention strategies for dealing with students’ misbehavior differ depending on various student characteristics such as gender. In Study 1, we investigated whether preservice teachers intervene differently when students’ were talking out of turn, depending on students’ socioeconomic status (SES) and gender. Results showed that the participants were more likely to intervene when the student had low SES. In Study 2, the student misbehavior was that students repeatedly forgot their homework. Study 2 showed that preservice teachers were more likely to use a talk as the intervention strategy for students with high SES and were more likely to ask for help for students with low SES. Preservice teachers indicated the student’s parents as the main causes of student’s misbehavior independent of the student’s SES. The results are discussed with regard to social disparities in the educational system.
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