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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
Edition/Format: Article Article : English
Publication:Urban Education, 42, no. 6 (2007): 536-559
Database:ArticleFirst
Other Databases: British Library SerialsERIC
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Document Type: Article
All Authors / Contributors: Pamela Fenning; Jennifer Rose
ISSN:0042-0859
Language Note: English
Unique Identifier: 437437512
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    schema:about <http://experiment.worldcat.org/entity/work/data/135038157#Thing/discipline_policies> ; # discipline policies
    schema:about <http://experiment.worldcat.org/entity/work/data/135038157#Thing/expulsion> ; # expulsion
    schema:about <http://experiment.worldcat.org/entity/work/data/135038157#Thing/ethnic_disproportionality> ; # ethnic disproportionality
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    schema:datePublished "2007-11-01" ;
    schema:description "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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