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Beating the School Discipline Odds: Conceptualizing and Examining Inclusive Disciplinary Schools in New York City

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Title: Beating the School Discipline Odds: Conceptualizing and Examining Inclusive Disciplinary Schools in New York City
Language: English
Authors: Welsh, Richard O. (ORCID 0000-0001-6079-4111), Rodriguez, Luis A., Joseph, Blaise B. (ORCID 0000-0002-0293-7951)
Source: School Effectiveness and School Improvement. 2023 34(3):271-297.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 27
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Racism, Discipline, Disproportionate Representation, Hispanic American Students, African American Students, Suspension, Educational Environment, Diversity, Teacher Competencies, Administrator Characteristics, Poverty, Unemployment, Crime, Educational Attainment, Racial Composition, Immigrants, Neighborhoods, Low Income Groups, Equal Education, Urban Schools, Context Effect, Leadership Styles
Geographic Terms: New York (New York)
DOI: 10.1080/09243453.2023.2182795
ISSN: 0924-3453
1744-5124
Abstract: Racial inequality in school discipline is a salient challenge in the United States. Using New York City as a case, this study examines "inclusive disciplinary schools" (IDS) or schools that have "beat the school discipline odds". IDS, "median disciplinary schools" (MDS), and "high disciplinary schools" (HDS) have vastly different exclusionary discipline rates for Black and Latinx students (both suspensions and office discipline referrals). The schooling environments of IDS differ from those of HDS and MDS. IDS have greater teacher and school leader diversity, more experienced teachers and school administrators, and a more positive school climate than HDS. Poverty and unemployment rates, crime rates, education levels, and the proportion of Black and foreign-born residents vary significantly across the neighborhoods of IDS, MDS, and HDS. These results remain largely consistent across limiting IDS to predominantly Black schools, predominantly Latinx schools, or predominantly low-income schools. Implications and directions for future research are discussed.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1394879
Database: ERIC
FullText Text:
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  Data: Beating the School Discipline Odds: Conceptualizing and Examining Inclusive Disciplinary Schools in New York City
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  Data: <searchLink fieldCode="AR" term="%22Welsh%2C+Richard+O%2E%22">Welsh, Richard O.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6079-4111">0000-0001-6079-4111</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Luis+A%2E%22">Rodriguez, Luis A.</searchLink><br /><searchLink fieldCode="AR" term="%22Joseph%2C+Blaise+B%2E%22">Joseph, Blaise B.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0293-7951">0000-0002-0293-7951</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Effectiveness+and+School+Improvement%22"><i>School Effectiveness and School Improvement</i></searchLink>. 2023 34(3):271-297.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 27
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Characteristics%22">Administrator Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Unemployment%22">Unemployment</searchLink><br /><searchLink fieldCode="DE" term="%22Crime%22">Crime</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Composition%22">Racial Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Neighborhoods%22">Neighborhoods</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Groups%22">Low Income Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink>
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  Data: 10.1080/09243453.2023.2182795
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  Data: 0924-3453<br />1744-5124
– Name: Abstract
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  Data: Racial inequality in school discipline is a salient challenge in the United States. Using New York City as a case, this study examines "inclusive disciplinary schools" (IDS) or schools that have "beat the school discipline odds". IDS, "median disciplinary schools" (MDS), and "high disciplinary schools" (HDS) have vastly different exclusionary discipline rates for Black and Latinx students (both suspensions and office discipline referrals). The schooling environments of IDS differ from those of HDS and MDS. IDS have greater teacher and school leader diversity, more experienced teachers and school administrators, and a more positive school climate than HDS. Poverty and unemployment rates, crime rates, education levels, and the proportion of Black and foreign-born residents vary significantly across the neighborhoods of IDS, MDS, and HDS. These results remain largely consistent across limiting IDS to predominantly Black schools, predominantly Latinx schools, or predominantly low-income schools. Implications and directions for future research are discussed.
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  Data: 2023
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  Data: EJ1394879
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        Value: 10.1080/09243453.2023.2182795
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      – Text: English
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      – SubjectFull: Racism
        Type: general
      – SubjectFull: Discipline
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: African American Students
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      – SubjectFull: Administrator Characteristics
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      – SubjectFull: Equal Education
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      – SubjectFull: Leadership Styles
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      – SubjectFull: New York (New York)
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      – TitleFull: Beating the School Discipline Odds: Conceptualizing and Examining Inclusive Disciplinary Schools in New York City
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