School Punishment

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Thomas J Mowen - One of the best experts on this subject based on the ideXlab platform.

  • School Punishment and the changing face of discipline parents and School Punishment
    2018
    Co-Authors: Thomas J Mowen, Kyle J Bares
    Abstract:

    A great deal of prior work examines the effects of School discipline on youth. Only recently has research begun to examine the role parents play within the disciplinary process, how parents are affected by School Punishment, and how parents, in turn, can affect School Punishment. In this chapter, we examine this emerging body of scholarship by outlining some of the negative consequences of School Punishment on parents and exploring how sociodemographic characteristics impact the ability of some parents to participate in the disciplinary process. Finally, we review ways in which Schools and parents can work together to improve the School discipline as well as Punishment outcomes for their children and families.

  • the collateral consequences of criminalized School Punishment on disadvantaged parents and families
    The Urban Review, 2017
    Co-Authors: Thomas J Mowen
    Abstract:

    The “criminalization” of School discipline has contributed to a number of negative outcomes for students and scholars have noted important racial, ethnic, and class disparities in School Punishment. Yet, prior work provides little information in which to understand how the effects of criminalized School Punishment may move beyond the student and impact parents and families—especially parents and families most likely to experience School discipline. By drawing upon what we know about the collateral consequences of criminal justice Punishment—such as arrest and incarceration—on families more generally, the goal of this research project is to explore how School Punishment affects disadvantaged parents and families. Interviews with primarily poor, single, Black mothers, reveal that as a result of School discipline, parents reported important collateral consequences including negative financial outcomes such as losing their job, negative emotional consequences including depression and emotional turmoil, and a decrease in future expectations for their child. Respondents highlighted that these consequences were largely attributable to social disadvantage and a lack of social capital.

  • School Punishment in the us and england divergent frames and responses
    Youth Justice, 2015
    Co-Authors: Aaron Kupchik, David A Green, Thomas J Mowen
    Abstract:

    In an effort to better understand the roots of contemporary School Punishment practices, this study compares policy discourse and practice of School Punishment and security in the United States and England. American policy discourse is predominantly punitive, harsh Punishment strategies are favored, and policy makers have centralized decision-making power outside of the classroom. Contrastingly, English policy discourse about and policy responses to student misbehaviour focus more on reducing social exclusion, improving student behaviour, and returning the locus of control over rule enforcement to teachers. However, despite these substantial differences, suspension and expulsion rates are fairly similar in the US and England. Several hypotheses to explain these findings are offered.

Cresean Hughes - One of the best experts on this subject based on the ideXlab platform.

  • value in diversity School racial and ethnic composition teacher diversity and School Punishment
    Social Science Research, 2020
    Co-Authors: Cresean Hughes, Patricia Y Warren, Caroline M Bailey, Eric A Stewart
    Abstract:

    American Schools have become increasingly punitive and characterized by racial and ethnic disparities in Punishment outcomes. Scholarship on the causes and consequences of this shift has highlighted the potential salience of School context. The current study extends this work by exploring the potential effect of an underexplored factor, teacher diversity, on suspension disparities. To date, explorations of the role of teacher diversity have been limited to its impact on academic outcomes, teacher perceptions, and behavioral outcomes. The current study fills a void in the existing literature by examining (1) whether greater teacher diversity is associated with reductions in racial and ethnic suspension disparities and (2) whether greater teacher diversity interacts with the size of the racial and ethnic student population to influence suspension disparities. This study contributes to the existing literature by extending the "value in diversity" perspective to the School setting. Additionally, the findings suggest that racial and ethnic diversity in positions of authority in the School setting fosters a more equitable approach to the administration of student Punishment.

  • racial threat intergroup contact and School Punishment
    Journal of Research in Crime and Delinquency, 2017
    Co-Authors: Cresean Hughes, Patricia Y Warren, Eric A Stewart, Donald Tomaskovicdevey, Daniel P Mears
    Abstract:

    Objectives:Drawing on the racial threat and intergroup contact literatures, we explore whether (1) a School’s racial or ethnic context increases School suspensions for Black, Hispanic, and White st...

Daniel P Mears - One of the best experts on this subject based on the ideXlab platform.

Eric A Stewart - One of the best experts on this subject based on the ideXlab platform.

  • value in diversity School racial and ethnic composition teacher diversity and School Punishment
    Social Science Research, 2020
    Co-Authors: Cresean Hughes, Patricia Y Warren, Caroline M Bailey, Eric A Stewart
    Abstract:

    American Schools have become increasingly punitive and characterized by racial and ethnic disparities in Punishment outcomes. Scholarship on the causes and consequences of this shift has highlighted the potential salience of School context. The current study extends this work by exploring the potential effect of an underexplored factor, teacher diversity, on suspension disparities. To date, explorations of the role of teacher diversity have been limited to its impact on academic outcomes, teacher perceptions, and behavioral outcomes. The current study fills a void in the existing literature by examining (1) whether greater teacher diversity is associated with reductions in racial and ethnic suspension disparities and (2) whether greater teacher diversity interacts with the size of the racial and ethnic student population to influence suspension disparities. This study contributes to the existing literature by extending the "value in diversity" perspective to the School setting. Additionally, the findings suggest that racial and ethnic diversity in positions of authority in the School setting fosters a more equitable approach to the administration of student Punishment.

  • racial threat intergroup contact and School Punishment
    Journal of Research in Crime and Delinquency, 2017
    Co-Authors: Cresean Hughes, Patricia Y Warren, Eric A Stewart, Donald Tomaskovicdevey, Daniel P Mears
    Abstract:

    Objectives:Drawing on the racial threat and intergroup contact literatures, we explore whether (1) a School’s racial or ethnic context increases School suspensions for Black, Hispanic, and White st...

John M Eason - One of the best experts on this subject based on the ideXlab platform.

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