An Alternative to the Alternative: Counteracting Unintended Consequences to School Disciplinary Practices
Location
Session 1 Presentations - Student Behavior & Discipline
Proposal Track
Research Project
Session Format
Presentation
Abstract
Georgia’s 2019 K-12 Disciplinary Dashboard shows that 9th grade African American male students have the greatest number of disciplinary incidents and receive the greatest number of disciplinary consequences compared to any other grade level in the state. Dating back to the 1970’s, student suspensions were enacted as a corrective measure to dissuade students from engaging in disruptive behaviors while at school. However recent research indicates that school suspensions are ineffective and often lead to a host of negative unintended consequences (Christie, Nelson, & Jolivette, 2004). A 2017-2018 report from the Office of Civil Rights shows that African American males received both in-school suspensions and out-of-school suspensions at rates more than three times their share of total student enrollment, the largest disparity across all races, ethnicity, and gender groupings. Unfortunately, exclusionary disciplinary practices have exacerbated the problem with suspended students being more likely to drop out of school. Efforts to improve educational outcomes may yield significant benefits to students, schools, and society (Belfield, & Levin, 2007). This proposed study seeks to review alternatives to school suspensions. Implications of the study exist for K-12 schools.
Keywords
African American Males, Discipline Disparities, Exclusionary Practices, Suspensions
Professional Bio
Dr. Adell L. Miller is an Instructor of Mathematics Education within the College of Education at the University of West Georgia. Dr. Miller believes that inclusive and equitable learning environments greatly influence student academic achievement and growth. Dr. Natasha Ramsay-Jordan is an Assistant Professor of Mathematics Education within the College of Education at the University of West Georgia. Her main research interests are the intersection of educational policies and urban education with respect to diverse student learners, especially as these relate to issues of equity in education.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Miller, Adell L. and Ramsay-Jordan, Natasha, "An Alternative to the Alternative: Counteracting Unintended Consequences to School Disciplinary Practices" (2021). Georgia Educational Research Association Conference. 22.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/22
An Alternative to the Alternative: Counteracting Unintended Consequences to School Disciplinary Practices
Session 1 Presentations - Student Behavior & Discipline
Georgia’s 2019 K-12 Disciplinary Dashboard shows that 9th grade African American male students have the greatest number of disciplinary incidents and receive the greatest number of disciplinary consequences compared to any other grade level in the state. Dating back to the 1970’s, student suspensions were enacted as a corrective measure to dissuade students from engaging in disruptive behaviors while at school. However recent research indicates that school suspensions are ineffective and often lead to a host of negative unintended consequences (Christie, Nelson, & Jolivette, 2004). A 2017-2018 report from the Office of Civil Rights shows that African American males received both in-school suspensions and out-of-school suspensions at rates more than three times their share of total student enrollment, the largest disparity across all races, ethnicity, and gender groupings. Unfortunately, exclusionary disciplinary practices have exacerbated the problem with suspended students being more likely to drop out of school. Efforts to improve educational outcomes may yield significant benefits to students, schools, and society (Belfield, & Levin, 2007). This proposed study seeks to review alternatives to school suspensions. Implications of the study exist for K-12 schools.
