'I Think the Teachers Should Really Connect More with the Students': The Influence of Systemic Racism, Inequity, School, and Community Violence on Connection for High School Students Who Are Suspended or Expelled
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| Title: | 'I Think the Teachers Should Really Connect More with the Students': The Influence of Systemic Racism, Inequity, School, and Community Violence on Connection for High School Students Who Are Suspended or Expelled |
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| Language: | English |
| Authors: | Jane E. Sanders (ORCID |
| Source: | Youth & Society. 2024 56(7):1191-1211. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Suspension, Expulsion, High School Students, Racism, Violence, Equal Education, Foreign Countries, Trauma Informed Approach, Culturally Relevant Education, Disproportionate Representation, Discipline, Trauma, Teacher Student Relationship, Minority Group Students, Blacks, Students with Disabilities |
| Geographic Terms: | Canada |
| DOI: | 10.1177/0044118X231226396 |
| ISSN: | 0044-118X 1552-8499 |
| Abstract: | The objective of this constructivist grounded theory study was to understand the experiences of students who have been disciplinarily excluded from school. Fifteen students (male, n = 11; Black, n = 10; having special education needs, n = 9) and 16 multidisciplinary staff in Ontario participated. Students experienced high rates of expanded adversities, including school and community violence, systemic racism and inequity. The importance of connection wove throughout the data; however, three themes were found to block connection: unacknowledged impact of adversity, a climate of fear, and the disproportionate impact of limited resources. Trauma-informed culturally attuned approaches that focus on the disproportionate impact of adversity and school discipline at the point of a disciplinary response, and throughout a student's educational experience, are essential. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440009 |
| Database: | ERIC |
| Abstract: | The objective of this constructivist grounded theory study was to understand the experiences of students who have been disciplinarily excluded from school. Fifteen students (male, n = 11; Black, n = 10; having special education needs, n = 9) and 16 multidisciplinary staff in Ontario participated. Students experienced high rates of expanded adversities, including school and community violence, systemic racism and inequity. The importance of connection wove throughout the data; however, three themes were found to block connection: unacknowledged impact of adversity, a climate of fear, and the disproportionate impact of limited resources. Trauma-informed culturally attuned approaches that focus on the disproportionate impact of adversity and school discipline at the point of a disciplinary response, and throughout a student's educational experience, are essential. |
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| ISSN: | 0044-118X 1552-8499 |
| DOI: | 10.1177/0044118X231226396 |
