The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
The Disproportionate Discipline of African American Learners: Reducing School Suspensions and Expulsions
Abstract
School disciplinary practices for students with disabilities and their peers without disabilities have long been questioned. Moreover, the school discipline of both dominant culture and ethnic minority children and youth has raised concerns. In that regard school discipline has in general become a hotbed for litigation and debate. While suspect discipline practices have been used with students across ethnic backgrounds, they are disproportionately meted out to African American students, particularly males (Harry & Anderson, 1995). This article examines exclusionary discipline practices and their impact on African American students. Culturally responsive instructional and management strategies are identified that can mitigate school suspensions and expulsions of African American children and youth.
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Citations
Cites
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Black students' school success: Coping with the ?burden of ?acting white??
Fordham, S., & Ogbu, J. U. (1986) · The Urban Review · doi:10.1007/bf01112192 · Cited by 3,323 · cited 1×
“According to Fordham and Ogbu (1986), some African American high school students perceive successful school behaviors as "acting white" and, in turn, develop oppositional identities.”
BackgroundEducation and Treatment of Children
Hickman, J. A., Wheatley, J. K., & Sheridan, K. D. (2014) · Encyclopedia of Special Education · doi:10.1002/9781118660584.ese0816 · Cited by 3,223
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(2021) · Teachers College Record The Voice of Scholarship in Education · doi:10.1111/(issn)1467-9620 · Cited by 2,370
Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development.
Brookover, W. B., Rosenthal, R., & Jacobson, L. (1969) · American Sociological Review · doi:10.2307/2092211 · Cited by 1,954
Making Choices for Multicultural Education: Five Approaches to Race, Class, and Gender
Sleeter, C. E., & Grant, C. A. (1988) · Digital Commons - CSUMB (California State University, Monterey Bay) · Cited by 1,359
Who Drops Out of High School and Why? Findings from a National Study
Ekstrom, R. B., Goertz, M. E., Pollack, J. M., & Rock, D. A. (1986) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146818608700308 · Cited by 700
Dropping Out: How Much Do Schools Contribute to the Problem?
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Cited by
Implications for educational practice of the science of learning and development
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020) · Applied Developmental Science · doi:10.1080/10888691.2018.1537791 · Cited by 2,733
“Research also finds that coercive discipline, in which teachers manage student behavior largely through punishments, inhibits the students’ development of responsibility, ultimately increasing misbehavior, as students increasingly abandon their own self-responsibility for their learning and behavior and develop resist…”
BackgroundThe color of discipline: Sources of racial and gender disproportionality in school punishment
Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002) · The Urban Review · doi:10.1023/a:1021320817372 · Cited by 1,758
Skiba, R. J., Horner, R. H., Chung, C.-G., Rausch, M. K., May, S. L., & Tobin, T. (2011) · School Psychology Review · doi:10.1080/02796015.2011.12087730 · Cited by 1,593
The Achievement Gap and the Discipline Gap: Two Sides of the Same Coin?
Gregory, A., Skiba, R. J., & Noguera, P. A. (2010) · Educational Researcher · doi:10.3102/0013189x09357621 · Cited by 1,395
Two Strikes: Race and the Disciplining of Young Students
Okonofua, J. A., & Eberhardt, J. L. (2015) · Psychological Science · doi:10.1177/0956797615570365 · Cited by 731
Metadata
- Authors
- Townsend, B. L.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2000-04
- Volume
- 66
- Issue
- 3
- Pages
- 381-391
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W2134386666
- Cited by
- 403
- References
- 29
- FWCI
- 54.70
- Type
- journal article
- Language
- en
- Open access
- closed
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- Townsend, B. L. (2000). The Disproportionate Discipline of African American Learners: Reducing School Suspensions and Expulsions. Exceptional Children. https://doi.org/10.1177/001440290006600308
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
