Inequality in School Discipline: Research and Practice to Reduce Disparities PDF
Preview Inequality in School Discipline: Research and Practice to Reduce Disparities
INEQUALITY IN SCHOOL DISCIPLINE Research and Practice to Reduce Disparities Edited by RUSSELL J. SKIBA, KAVITHA MEDIRATTA, and M. KAREGA RAUSCH Inequality in School Discipline Russell J . Skiba • Kavitha Mediratta • M . K arega Rausch Editors Inequality in School Discipline Research and Practice to Reduce Disparities Editors Russell J. Skiba M. Karega Rausch Center for Evaluation and Center for Evaluation and Education Policy Education Policy School of Education School of Education Indiana University Indiana University Bloomington, Indiana , USA Bloomington, Indiana , USA Kavitha Mediratta The Atlantic Philanthropies New York, USA ISBN 978-1-137-51256-7 ISBN 978-1-137-51257-4 (eBook) DOI 10.1057/978-1-137-51257-4 Library of Congress Control Number: 2016940984 © The Editor(s) (if applicable) and The Author(s) 2 016 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the pub- lisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Cover illustration: © Shotshop GmbH / Alamy Stock Photo Printed on acid-free paper This Palgrave Macmillan imprint is published by Springer Nature The registered company is Nature America Inc. New York It is to the many individuals and organizations who have dedicated themselves to discovering more effective and socially just practices in education and juvenile justice, and to the children and youth who are the benefi ciaries of those efforts, that we dedicate this book. A CKNOWLEDGMENTS This volume grew directly out of the efforts of the Discipline Disparities Research-to-Practice Collaborative, whose members committed three years to meetings, writing, and collaboration in order to identify the criti- cal issues in the fi eld, and commission the research projects that form the heart of this book. The Collaborative was composed of researchers, advocates, educators, policy analysts, juvenile justice representatives, and funders who contributed a disproportionate share of their professional lives to clarifying the issues, acting as review panels for research applications, writing and editing Collaborative publications, and most of all, building a hard-won consensus across disciplines. In particular, we are deeply grate- ful to the other members of the leadership team, Dan Losen and Tanya Coke, themselves intellectual leaders in this fi eld, for their extraordinary effort and insight in helping establish the direction and activities of the Collaborative. Other members of the Discipline Disparities Collaborative include James Bell, Judith Browne-Dianis, Prudence Carter, Christopher Chatmon, Tanya Coke, Matt Cregor, Manuel Criollo, Jim Eichner, Eddie Fergus, Michelle Fine, Phillip Atiba Goff, Paul Goren, Anne Gregory, Damon Hewitt, Tammy Bang Luu, Pedro Noguera, Blake Norton, Mica Pollock, Stephen Russell, Leticia Smith-Evans Haynes, Lisa Thomas, Michael Thompson, and Ivory Toldson. We are extremely grateful to the numerous professional organizations, researchers, and policymakers at the federal and state level who contributed to the effort through their partici- pation in stakeholder meetings and in the release and dissemination of the Collaborative briefi ng papers. 1 vii viii ACKNOWLEDGMENTS We also gratefully acknowledge the funders who made this effort pos- sible—the Atlantic Philanthropies, the Open Society Foundations, and a group of anonymous donors—who not only provided resources for the effort, but remained actively engaged throughout the lifespan of the Collaborative in moving the efforts and issues forward. A big thanks is also due to the staff of the Equity Project at Indiana University—Mariella Arredondo, Shana Ritter, Fatima McKenzie, Jillian DeHaan, Amara Lovato, and Natasha Williams—for their work on coordination and logis- tics in planning complex meetings and conferences in multiple cities across the nation. This volume could not have been completed without the hard work, perseverance, and expertise of Jennifer Turrentine, who helped manage the organization of all aspects of the book from start to fi nish, doing whatever she had to do to keep it on track. We’re grateful for the keen copyediting skills of Leigh Kupersmith, and for her ability to track down the hardest- to-fi nd references and citations. Thanks also to the Palgrave Macmillan editorial team, Mara Berkoff, Milana Vernikova, and Sarah Nathan for their gracious and helpful assistance. Finally, words are not suffi cient to express our gratitude to our partners and families, whose patience and support during the process never fl agged. The pace at which the public discourse on school discipline and ineq- uity has changed in our nation has been remarkable. Finally, we acknowl- edge the ongoing efforts of individuals and organizations, too numerous to mention, who have made a long-term commitment to fi nding equitable and research-based alternatives to out-of-school suspension and expulsion. It is to many individuals and organizations who have dedication to discov- ering more effective and socially just practices in education and juvenile justice, and to the children and youth who are the benefi ciaries of those efforts, that we dedicate this book. NOTE 1. A complete listing of the institutional affi liations of all members and partner organizations as well as the products and publications of the Collaborative can be found at the Discipline Disparities website http://rtpcollaborative. indiana.edu/ . C ONTENTS Part I D iscipline Disparities: A Research-to-Practice Collaborative 1 1 Introduction 3 Kavitha Mediratta and M . Karega Rausch 2 What Do We Know About Discipline Disparities? New and Emerging Research 21 Russell J. Skiba , Mariella I. Arredondo , Chrystal Gray , and M. Karega Rausch 3 How Educators Can Eradicate Disparities in School Discipline 39 Anne Gregory , James Bell , and Mica Pollock Part II U nderstanding and Addressing Disparities: What We Are Learning and What We Can Do 59 4 Sexual Orientation-Based Disparities in School and Juvenile Justice Discipline Practices: Attending to Contributing Factors and Evidence of Bias 6 1 V. Paul Poteat , Jillian R. Scheer , and Eddie S.K. Chong ix
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