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'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
Language: English
Authors: Jane E. Sanders (ORCID 0000-0002-9039-5805)
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
FullText Text:
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  Data: '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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  Data: <searchLink fieldCode="AR" term="%22Jane+E%2E+Sanders%22">Jane E. Sanders</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9039-5805">0000-0002-9039-5805</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Youth+%26+Society%22"><i>Youth & Society</i></searchLink>. 2024 56(7):1191-1211.
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  Data: 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
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  Data: Y
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Expulsion%22">Expulsion</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Violence%22">Violence</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Blacks%22">Blacks</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/0044118X231226396
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0044-118X<br />1552-8499
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2024
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  Data: EJ1440009
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1440009
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      – Type: doi
        Value: 10.1177/0044118X231226396
    Languages:
      – Text: English
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      Pagination:
        PageCount: 21
        StartPage: 1191
    Subjects:
      – SubjectFull: Suspension
        Type: general
      – SubjectFull: Expulsion
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Violence
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Trauma Informed Approach
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Trauma
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Blacks
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: '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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              Type: published
              Y: 2024
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