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 |
| 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 |
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