Exploring the Relationship Between School District Racial/Ethnic Composition and Socio-Economic Composition and School Punishment in an Era of Changing School Disciplinary Policies PDF Download
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Author: Gerardo V. Cuevas
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Languages : en
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In this dissertation, I examine the relationship between school district racial/ethnic composition, socio-economic composition, and school punishment in an era of changing school discipline policies and decreasing punishment. I draw on minority threat theory, critical race theory, and social reproduction perspectives to explore the relationships between school district racial/ethnic composition and socio-economic composition and school punishment. I utilize data from the Civil Rights Data Collection (CRDC), a nationally representative dataset of public schools and districts in the U.S., and merge it with the Funding Fairness Data and American Community Survey datasets. In Chapter 4, I examine the relationship between school district racial and ethnic composition and school punishment. I also examine whether these relationships vary by race/ethnicity. Overall, I find that school district racial composition is associated with school punishment through a curvilinear relationship that levels off. Specifically, school districts with larger Black student populations punish White, Black, and Hispanic students at higher rates. Moreover, there is evidence of racial/ethnic variation, as school districts with larger Black student populations punish Black students more than White and Hispanic students. I also find that school district ethnic composition is associated with school punishment. School districts with larger Hispanic student populations punish Hispanic students at higher rates. Furthermore, I find that change in school district racial composition is associated with school punishment. School districts with increasing Black student populations punish Black students at lower rates. I also find that change in school district ethnic composition is associated with school punishment. Specifically, school districts with increasing Hispanic student populations punish White, Black, and Hispanic students at higher rates. Moreover, there is evidence of racial/ethnic variation, as school districts with growing Hispanic student populations punish Hispanic students more than White and Black students. These findings provide more support for minority threat theory than critical race theory. In Chapter 5, I examine the relationship between school district socio-economic composition and school punishment. I also examine whether these relationships vary by race/ethnicity. Overall, I find that school district socio-economic composition is associated with school punishment. Specifically, economically disadvantaged school districts punish White, Black, and Hispanic students at higher rates than economically advantaged school districts; Advantaged school districts punish White, Black, and Hispanic students at lower rates. Moreover, there is evidence of racial/ethnic variation. Disadvantaged school districts punish Black students more than White and Hispanic students while advantaged school districts punish Black and Hispanic students more than White students. These findings provide support for social reproduction perspectives.
Author: Gerardo V. Cuevas
Publisher:
ISBN:
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Languages : en
Pages :
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Book Description
In this dissertation, I examine the relationship between school district racial/ethnic composition, socio-economic composition, and school punishment in an era of changing school discipline policies and decreasing punishment. I draw on minority threat theory, critical race theory, and social reproduction perspectives to explore the relationships between school district racial/ethnic composition and socio-economic composition and school punishment. I utilize data from the Civil Rights Data Collection (CRDC), a nationally representative dataset of public schools and districts in the U.S., and merge it with the Funding Fairness Data and American Community Survey datasets. In Chapter 4, I examine the relationship between school district racial and ethnic composition and school punishment. I also examine whether these relationships vary by race/ethnicity. Overall, I find that school district racial composition is associated with school punishment through a curvilinear relationship that levels off. Specifically, school districts with larger Black student populations punish White, Black, and Hispanic students at higher rates. Moreover, there is evidence of racial/ethnic variation, as school districts with larger Black student populations punish Black students more than White and Hispanic students. I also find that school district ethnic composition is associated with school punishment. School districts with larger Hispanic student populations punish Hispanic students at higher rates. Furthermore, I find that change in school district racial composition is associated with school punishment. School districts with increasing Black student populations punish Black students at lower rates. I also find that change in school district ethnic composition is associated with school punishment. Specifically, school districts with increasing Hispanic student populations punish White, Black, and Hispanic students at higher rates. Moreover, there is evidence of racial/ethnic variation, as school districts with growing Hispanic student populations punish Hispanic students more than White and Black students. These findings provide more support for minority threat theory than critical race theory. In Chapter 5, I examine the relationship between school district socio-economic composition and school punishment. I also examine whether these relationships vary by race/ethnicity. Overall, I find that school district socio-economic composition is associated with school punishment. Specifically, economically disadvantaged school districts punish White, Black, and Hispanic students at higher rates than economically advantaged school districts; Advantaged school districts punish White, Black, and Hispanic students at lower rates. Moreover, there is evidence of racial/ethnic variation. Disadvantaged school districts punish Black students more than White and Hispanic students while advantaged school districts punish Black and Hispanic students more than White students. These findings provide support for social reproduction perspectives.
Author: Daniel J. Losen
Publisher: Teachers College Press
ISBN: 0807773492
Category : Education
Languages : en
Pages : 286
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Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
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Category : Dissertations, Academic
Languages : en
Pages : 634
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Category : Education
Languages : en
Pages : 1262
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Category : Education
Languages : en
Pages : 836
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Author: Catherine Y. Kim
Publisher: NYU Press
ISBN: 0814763685
Category : Law
Languages : en
Pages : 238
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Examines the relationship between the law and the school-to-prison pipeline, argues that law can be an effective weapon in the struggle to reduce the number of children caught, and discusses the consequences on families and communities.
Author: Helen F. Ladd
Publisher: Routledge
ISBN: 1135041067
Category : Education
Languages : en
Pages : 693
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Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for anyone involved in education finance and policy. The Handbook of Research in Education Finance and Policy traces the evolution of the field from its initial focus on school inputs and revenue sources used to finance these inputs, to a focus on educational outcomes and the larger policies used to achieve them. Chapters show how decision making in school finance inevitably interacts with decisions about governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of important contemporary issues requires inputs from a variety of perspectives, the Handbook draws on contributors from a number of disciplines. Although many of the chapters cover complex, state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand. This comprehensive, balanced, and accessible resource provides a wealth of factual information, data, and wisdom to help educators improve the quality of education in the United States.
Author: Adrienne D. Dixon
Publisher: American Educational Research Association
ISBN: 0935302867
Category : Education
Languages : en
Pages : 262
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The question of why we need to think about how we research race demands a conceptualization of race that captures both its social construction and its temporal evolution. We need both an understanding of race and clarity about how we talk about it in our design and conduct of research, and in how we interpret and apply it in our findings. As a field, we can use research on race and racism in education to help construct social change. Our purpose with this volume is to underscore the persistence of the discriminatory actions—processes—and the normalization of the use of race (and class)—conditions—to justify the existing and growing disparity between the quality of life and opportunity for middle-class and more affluent Whites and that for people of color and people of color who live in poverty. As editors of this volume, we wonder what more we could learn and understand about the process and condition of race if we dare to ask bold questions about race and racism and commit to methods and analyses that respect the experiences and knowledges of our research participants and partners.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309452961
Category : Medical
Languages : en
Pages : 583
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In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
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Category : Education
Languages : en
Pages : 1112
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