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The Puzzle of Discipline: An Examination of African American Disproportionality in School Discipline and Student Performance

机译:纪律之谜:非裔美国人在学校纪律和学生表现中的不成比例现象

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摘要

The intent of this study was to systematically investigate the relationship between African American disproportionality in school discipline which is the overrepresentation of students for exclusionary discipline practices (i.e., out-of-school suspensions and/or expulsions) - and student performance. Utilizing official disciplinary records and performance data obtained from the Colorado Department of Education and a single urban school district within the same state, a series of quantitative analyses that included correlations and logistic and multiple regressions, were conducted to determine how out-of-school suspensions and expulsions impact African American students. The premise upon which the present study is based relies heavily on the tenets of Critical Race Theory as it applies to education, which in part asserts that American schools are permeated by racism and that White privilege is used to preserve school inequities through the use of stratification. Given this, it is argued that out-of-school suspensions and expulsions have been used, or rather misused, to perpetuate the disproportionate exclusion of African American students from the classroom for relatively minor offenses; which in some ways, can explain why this group typically suffers from poor student performance. This dissertation was guided by two separate, yet interrelated studies, which posed the following research questions where the first study asks; What factors are important in predicting the likelihood of being suspended and/or expelled from school? and Are suspensions and race correlated? Here, the interest is in exploring the influence of race, class, gender and other possible demographic characteristics, such as school level and behavior role, on exclusionary discipline practices. The second study asks; How does the overrepresentation of African American students for exclusionary sanctions impact student performance? The interest, here, is in identifying the relationship between school suspensions and/or expulsions and its impact on the dropout rate, graduation rate, and performance on high stakes tests. This dissertation study produces two findings that are not only unprecedented; they are cutting-edge and provocative. First, female and elementary students were found to be more likely to face suspension and/or expulsion in comparison to male and secondary students, respectively. Second, by increasing the number of suspended and expelled African American students, school districts improved their overall student performance on high stakes tests. With the contribution of these findings, a paradigmic shift in research and discourse on disproportionality in school discipline is both fitting and warranted.
机译:这项研究的目的是系统地研究非裔美国人在学校纪律中的比例失调,这是学生在排除纪律方面的实践(即,校外停学和/或开除)的过多代表-与学生表现之间的关系。利用从科罗拉多州教育局和同一州内一个城市学区获得的官方纪律记录和绩效数据,进行了一系列定量分析,包括相关性,逻辑和多元回归,以确定校外停学的方式和开除会影响非洲裔美国学生。本研究所基于的前提在很大程度上取决于适用于教育的批判种族理论的宗旨,其部分断言美国学校被种族主义所渗透,白人特权被用来通过分层来维护学校的不平等。 。鉴于此,有人认为,校外停学和开除曾被使用,或被滥用,以使非裔美国人因相对较小的罪行而被不成比例地排斥在教室之外;从某些方面来看,这可以解释为什么这群人通常表现不佳。本论文以两项独立但相互关联的研究为指导,在第一项研究提出的地方提出了以下研究问题。哪些因素对预测被学校停学和/或开除的可能性很重要?悬浮与种族相关吗?这里的兴趣在于探索种族,阶级,性别和其他可能的人口统计学特征(如学校水平和行为角色)对排他性学科实践的影响。第二项研究问:非裔美国学生因排斥性制裁而人数过多对学生的表现有何影响?此处的兴趣在于确定学校停学和/或开除之间的关系,以及其对辍学率,毕业率和高风险测试成绩的影响。本论文的研究得出两个发现,这些发现不仅是史无前例的。他们是尖端和挑衅的。首先,发现女生和小学生分别比男生和中学生更有可能面临悬浮和/或开除。其次,通过增加被停学和开除的非洲裔美国学生的数量,学区在高分测试中提高了他们的整体学生表现。在这些发现的贡献下,学校学科中不成比例的研究和论述发生了范式转变,这既是适当的,也是必要的。

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    Butler Bettie Ray;

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  • 年度 2011
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  • 正文语种 en_US
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