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Peabody Journal of Education Volume 93, 2018 - Issue 2
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Original Articles

Examining Disparities in Student Discipline: Mapping Inequities from Infractions to Consequences

Gary W. RitterCollege of Education and Health Professions, University of Arkansas, Fayetteville, AR, USACorrespondence[email protected]
&
Kaitlin P. AndersonDepartment of Educational Administration, Michigan State University, East Lansing, MI, USA
Pages 161-173 | Published online: 15 May 2018

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Irin A. Pimentel-Mannan, Joseph F. T. Nese, Alex Newson, Jean Kjellstrand & Rhonda N. T. Nese. (2023) Addressing discipline equity: the Inclusive Skill-Building Learning Approach (ISLA) an alternative to exclusionary discipline. Preventing School Failure: Alternative Education for Children and Youth 0:0, pages 1-12.
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Kaitlin P. Anderson & Sarah McKenzie. (2023) Discipline Disproportionality and Policy Reform in Arkansas: Effects of State-Wide Limits on Exclusionary Discipline in Elementary School. Journal of Education for Students Placed at Risk (JESPAR) 0:0, pages 1-59.
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Angela Johnson, Megan Kuhfeld, James Soland & Miles Davison. (2023) Examining the Association between Racial Disparities in Exclusionary Discipline Practices and Academic Gains. Journal of Education for Students Placed at Risk (JESPAR) 0:0, pages 1-25.
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Amy E. Fisher, Benjamin W. Fisher & Kirsten S. Railey. (2021) Disciplinary disparities by race and disability: using DisCrit theory to examine the manifestation determination review process in special education in the United States. Race Ethnicity and Education 24:6, pages 755-769.
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Ericka S. Weathers, Karen Babbs Hollett, Zoë R. Mandel & Christine Rickert. (2021) Absence Unexcused: A Systematic Review on Truancy. Peabody Journal of Education 96:5, pages 540-564.
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Richard O. Welsh & Luis A. Rodriguez. (2023) The Plight of Persistently Disciplined Students: Examining Frequent Flyers and the Conversion of Office Discipline Referrals Into Suspensions. Educational Evaluation and Policy Analysis 46:1, pages 160-170.
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Danfeng Soto-Vigil Koon, Hoang Pham, Cecelia Jordan, Seenae Chong, Bianca N. Haro, Jamelia N. Harris, Danielle Huddlestun & Jeremy Prim. (2024) Racial Capitalism and Student Disposability in an Era of School Discipline Reform. American Journal of Education 130:2, pages 207-237.
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Ceema Samimi, Noah Jefferson, Shelby Flanagan & Yolanda Anyon. (2023) Intersections of Disproportion: A Critical Quantitative Examination of Dis/ability and Gender in Black Students’ School Discipline Outcomes. The Urban Review 55:4, pages 456-475.
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Kristabel Stark & Chauntea Cummings. (2022) Emotions as Both a Tool and a Liability: A Phenomenology of Urban Charter School Teachers’ Emotions. The Urban Review 55:3, pages 337-363.
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Katheryne T. Leigh‐Osroosh, Krystal Clemons, Adrianne Robertson, Vanessa Placeres, Jan Gay, Caroline Lopez‐Perry, Erin C. Mason, Kara P. Ieva, Erin M. D. Lane & Rachel Saunders. (2023) Antiracist school counseling: A consensual qualitative study. Journal of Counseling & Development 101:3, pages 310-322.
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Mi Jin Choi, Jun Sung Hong, Raphael TravisJr.Jr. & Jangmin Kim. (2022) Effects of school environment on depression among Black and White adolescents. Journal of Community Psychology 51:3, pages 1181-1200.
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Terry-Ann Craigie. (2022) Do School Suspension Reforms Work? Evidence From Rhode Island. Educational Evaluation and Policy Analysis 44:4, pages 667-688.
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Remy Stewart & Jerel M. Ezell. (2022) Understanding Perceptions, Barriers, and Opportunities around Restorative Justice in Urban High Schools. Urban Education, pages 004208592211191.
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Christopher A. Kearney, Joshua Childs & Shadie Burke. (2022) Social Forces, Social Justice, and School Attendance Problems in Youth. Contemporary School Psychology.
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Miles Davison, Andrew M. Penner, Emily K. Penner, Nikolas Pharris-Ciurej, Sonya R. Porter, Evan K. Rose, Yotam Shem-Tov & Paul Yoo. (2021) School Discipline and Racial Disparities in Early Adulthood. Educational Researcher 51:3, pages 231-234.
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NaYoung Hwang, Emily K. Penner, Miles Davison, Tanya Sanabria, Paul Hanselman, Thurston Domina & Andrew M. Penner. (2022) Reining in Punitive Discipline: Recent Trends in Exclusionary School Discipline Disparities. Socius: Sociological Research for a Dynamic World 8, pages 237802312211030.
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Kaitlin P. Anderson & Sarah McKenzie. (2022) Local Implementation of State-Level Discipline Policy: Administrator Perspectives and Contextual Factors Associated With Compliance. AERA Open 8, pages 233285842210753.
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Dana Asby & Christine Mason. 2022. Not Just Bad Kids. Not Just Bad Kids 353 378 .
Marcia H. Davis, Crystal L. Spring & Robert W. Balfanz. 2022. Handbook of Research on Student Engagement. Handbook of Research on Student Engagement 563 586 .
Elise Swanson, Heidi H. Erickson & Gary W. Ritter. (2019) Examining the Impacts of Middle School Disciplinary Policies on Ninth-Grade Retention. Educational Policy 35:6, pages 1014-1041.
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Monisha Pasupathi & Paula Smith. 2021. Revenge across Childhood and Adolescence. Revenge across Childhood and Adolescence 218 246 .
Christopher A. Kearney & Joshua Childs. (2021) A multi-tiered systems of support blueprint for re-opening schools following COVID-19 shutdown. Children and Youth Services Review 122, pages 105919.
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John C. Pijanowski & Kevin P. Brady. 2021. Handbook of Social Justice Interventions in Education. Handbook of Social Justice Interventions in Education 59 82 .
Gabriel Velez, Madeline Hahn, Holly Recchia & Cecilia Wainryb. (2020) Rethinking Responses to Youth Rebellion: Recent Growth and Development of Restorative Practices in Schools. Current Opinion in Psychology 35, pages 36-40.
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Kaitlin P. Anderson. (2019) Academic, Attendance, and Behavioral Outcomes of a Suspension Reduction Policy: Lessons for School Leaders and Policy Makers. Educational Administration Quarterly 56:3, pages 435-471.
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Kaitlin P. Anderson & Gary W. Ritter. (2018) Do School Discipline Policies Treat Students Fairly? Evidence From Arkansas. Educational Policy 34:5, pages 707-734.
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John C. Pijanowski & Kevin P. Brady. 2020. Handbook of Social Justice Interventions in Education. Handbook of Social Justice Interventions in Education 1 24 .
James Soland, Gema Zamarro, Albert Cheng & Collin Hitt. (2019) Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata. Educational Researcher 48:7, pages 466-478.
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