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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

Auteur : Pamela Fenning; Jennifer Rose
Éditeur: Sage Publications
Édition/format: Article Article : Anglais
Source:Urban Education, 42, no. 6 (2007): 536-559
Base de données:ArticleFirst
Autres bases de données: British Library SerialsERIC
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Détails

Type de document: Article
Tous les auteurs / collaborateurs: Pamela Fenning; Jennifer Rose
ISSN:0042-0859
Note sur la langue: English
Identificateur Unique : 437437512
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Primary Entity

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    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
    schema:about <http://experiment.worldcat.org/entity/work/data/135038157#Thing/suspension> ; # suspension
    schema:contributor <http://experiment.worldcat.org/entity/work/data/135038157#Person/rose_jennifer> ; # Jennifer Rose
    schema:creator <http://experiment.worldcat.org/entity/work/data/135038157#Person/fenning_pamela> ; # Pamela Fenning
    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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