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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

著者: Pamela Fenning; Jennifer Rose
出版商: Sage Publications
版本/格式: 文章 文章 : 英语
刊登在:Urban Education, 42, no. 6 (2007): 536-559
数据库:ArticleFirst
其它数据库: British Library SerialsERIC
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文件类型: 文章
所有的著者/提供者: Pamela Fenning; Jennifer Rose
ISSN:0042-0859
语言注释: English
专有的标识符 437437512
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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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