Thinking systematically: disrupting systems that maintain discipline inequities.
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| Title: | Thinking systematically: disrupting systems that maintain discipline inequities. |
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| Authors: | Green, Ambra L.1 (AUTHOR) ambra.green@uta.edu, Nandakumar, Vandana2 (AUTHOR), Nese, Rhonda N. T.3 (AUTHOR) |
| Source: | Preventing School Failure. 2025, Vol. 69 Issue 4, p344-350. 7p. |
| Subject Terms: | *Student expulsion, Equality, Anti-racism, Punishment, Cultural competence |
| Geographic Terms: | United States |
| Abstract: | High rates of suspension, expulsion, and/or arrests for perceived inappropriate behaviors have become the norm in schools and districts across the United States of America. Though there is not one single cause, it is clear that discriminatory and biased decision-making exists. To adequately address disparities in rates of exclusionary practices, interventions at various points within oppressive systems and from multiple fields of influence are required. This article seeks to provide broad guidelines to support administrators in developing a systematic approach to replacing current systems of inequity with systems founded on equity, cultural responsiveness, and anti-racist practices. IMPACT STATEMENT: This article will assist educational practitioners (e.g. administrators, school psychologists, academic and behavioral coaches) from a culturally responsive and anti-racist perspective in thinking about ways to utilize a systemic approach to mitigate discipline disparities in schools and across school districts. Evidence-based practices for school and district implementation are discussed using a socio-ecological model. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | High rates of suspension, expulsion, and/or arrests for perceived inappropriate behaviors have become the norm in schools and districts across the United States of America. Though there is not one single cause, it is clear that discriminatory and biased decision-making exists. To adequately address disparities in rates of exclusionary practices, interventions at various points within oppressive systems and from multiple fields of influence are required. This article seeks to provide broad guidelines to support administrators in developing a systematic approach to replacing current systems of inequity with systems founded on equity, cultural responsiveness, and anti-racist practices. IMPACT STATEMENT: This article will assist educational practitioners (e.g. administrators, school psychologists, academic and behavioral coaches) from a culturally responsive and anti-racist perspective in thinking about ways to utilize a systemic approach to mitigate discipline disparities in schools and across school districts. Evidence-based practices for school and district implementation are discussed using a socio-ecological model. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1045988X |
| DOI: | 10.1080/1045988X.2025.2494516 |
