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Overrepresentation of African American Students in Exclusionary Discipline: The Role of School Policy
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Overrepresentation of African American Students in Exclusionary Discipline: The Role of School Policy

Author: Pamela Fenning; Jennifer Rose
Publisher: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Edition/Format: Article Article : English
Publication:Urban Education, v42 n6 p536-559 2007
Database:ERIC The ERIC database is an initiative of the U.S. Department of Education.
Other Databases: ECOBritish Library Serials
Summary:
The overrepresentation of ethnic minority students, particularly African American males, in the exclusionary discipline consequences of suspension and expulsion has been consistently documented during the past three decades. Children of poverty and those with academic problems are also overrepresented in such discipline consequences. Sadly, a direct link between these exclusionary discipline consequences and  Read more...
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Details

Document Type: Article
All Authors / Contributors: Pamela Fenning; Jennifer Rose
ISSN:0042-0859
Language Note: English
Unique Identifier: 425208164
Awards:
Description: 24

Abstract:

The overrepresentation of ethnic minority students, particularly African American males, in the exclusionary discipline consequences of suspension and expulsion has been consistently documented during the past three decades. Children of poverty and those with academic problems are also overrepresented in such discipline consequences. Sadly, a direct link between these exclusionary discipline consequences and entrance to prison has been documented and termed the "school-to-prison pipeline" for these most vulnerable students. In this article, the authors argue that ethnographic and interview data would support teachers' perceptions of loss of classroom control (and accompanying fear) as contributing to who is labeled and removed for discipline reasons (largely poor students of color). Exclusionary discipline consequences are the primary medium used once students are sent from the classroom. The authors recommend substantial revisions to discipline policies consistent with models of positive behavior support.

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