Towards Ending School Exclusion
Interrogating Successive School Discipline Reforms as Levers for Promoting Racial Equity
A SELECTION OF RECENT RESEARCH RELATED TO FAMILY EXPERIENCES
Garner, P. W., & Mahatmya, D. (2015). Affective social competence and teacher-child relationship quality: Race/ethnicity and family income level as moderators. Social Development, 24, 678-697.
This study explores the role of affective social competence (emotional understanding and regulation) in teacher-child relationships, and how race/ethnicity and family income level moderate this relationship. The authors find that social competence positively influences teacher-child relationships, but this effect varies based on a child's race/ethnicity and family income, highlighting the importance of considering these factors in supporting positive relationships in school settings.
Girvan, E. J., McIntosh, K., & Santiago-Rosario, M. R. (2021). Associations between community-level racial biases, office discipline referrals, and out-of-school suspensions. School Psychology Review, 50(2-3), 288-302.
This study investigates the impact of community-level racial biases on school discipline outcomes, specifically office discipline referrals and out-of-school suspensions. The authors find that communities with higher levels of racial bias are more likely to have higher rates of exclusionary discipline practices in schools. The research highlights the need to address these community influences to reduce racial disparities in school discipline.
Losen, D.J. Martinez, P., & Rim Shin, G.H. (2021). Disabling inequality: The urgent need for race-conscious resource remedies. The Center for Civil Rights Remedies.
This report discusses the urgent need for race-conscious resource allocation in addressing inequality in special education. The authors argue that racial disparities in access to high-quality educational resources contribute to a cycle of disadvantage, particularly in marginalized communities. It advocates for policy changes to ensure equitable access to educational opportunities and resources for students of color.
Skiba, R. J., Arredondo, M. I., & Williams, N. T. (2014). More than a metaphor: The contribution of exclusionary discipline to a school-to-prison pipeline. Equity & Excellence in Education, 47(4), 546-564.
This article explores how exclusionary discipline practices contribute to the school-to-prison pipeline, emphasizing that school discipline is more than just a metaphor. The authors argue that exclusionary discipline, such as suspensions and expulsions, disproportionately affects students of color and increases their likelihood of later involvement with the juvenile justice system. The article calls for changes in school discipline policies to prevent these negative outcomes.
Vanderhaar, J., Munoz, M., & Petrosko, J. (2014). Reconsidering the alternatives: The relationship between suspension, disciplinary alternative school placement, subsequent juvenile detention, and the salience of race. Journal of Applied research on Children, 5(2), 14.
This study examines the relationship between suspension, alternative school placement, and subsequent juvenile detention, with a focus on the racial disparities in these outcomes. The research finds that students of color are more likely to face harsher disciplinary consequences, including alternative school placements and juvenile detention, which disproportionately affects their long-term success. The authors advocate for reconsidering disciplinary alternatives and their unintended consequences, particularly for minority students.
