击败学校纪律的可能性:概念化和检查纽约市的包容性纪律学校

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH School Effectiveness and School Improvement Pub Date : 2023-03-01 DOI:10.1080/09243453.2023.2182795
Richard O. Welsh, Luis A. Rodriguez, Blaise B. Joseph
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引用次数: 1

摘要

学校纪律中的种族不平等是美国面临的一个突出挑战。本研究以纽约市为例,考察了包容性纪律学校(IDS)或“优于学校纪律赔率”的学校。IDS,中等纪律学校(MDS)和高纪律学校(HDS)对黑人和拉丁裔学生的排他纪律率有很大不同(包括停学和办公室纪律转介)。IDS的学习环境不同于HDS和MDS。IDS比HDS有更大的教师和学校领导多样性,更有经验的教师和学校管理人员,以及更积极的学校氛围。贫困和失业率、犯罪率、教育水平以及黑人和外国出生居民的比例在IDS、MDS和HDS社区之间差别很大。这些结果在将IDS限制在主要是黑人学校,主要是拉丁裔学校或主要是低收入学校的情况下基本保持一致。讨论了今后研究的意义和方向。
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Beating the school discipline odds: conceptualizing and examining inclusive disciplinary schools in New York City
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.
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来源期刊
School Effectiveness and School Improvement
School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
0.00%
发文量
23
期刊介绍: School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform
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