Social connectedness and its implication on student–teacher relationships and suspension

References

• Arcia, E. (2006). Achievement and enrollment status of suspended students: Outcomes in a large, multicultural school district. Education and Urban Society, 38(3), 359–369.
   Web of Science ®Google Scholar
• Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40. http://dx.doi.org/10.1016/j.jadohealth.2006.10.013
   PubMedGoogle Scholar
• Breunlin, D. C., Cimmarusti, R. A., Bryant-Edwards, T. L., & Hetherington, J. S. (2002). Conflict resolution training as an alternative to suspension for violent behavior. The Journal of Education Research, 95, 349–357. doi: 10.1080/00220670209596609
   Google Scholar
• Brown, T. M. (2007) Lost and turned out: Academic, social, and emotional experiences of students excluded from school. Urban Education, 42(5), 432–455.
   Web of Science ®Google Scholar
• Carpenter, D., & Ramirez, A. (2007). More than one gap: Dropout rates and gaps between and among Black, Hispanic, and White students. Journal of Advanced Academics, 19(1), 32–64.
   Google Scholar
• Chaskin, R. J. (2009). Toward a theory of change in community-based practice with youth: A case-study exploration. Children and Youth Services Review, 31, 1127–1134. Retrieved from http://dx.doi.org/10.1016/j.childyouth.2009.07.012
   Web of Science ®Google Scholar
• Decker, D. M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology, 45, 83–109. Retrieved from http://dx.doi.org/10.1016/j/jsp.2006.09.004
   Web of Science ®Google Scholar
• Dupper, D. R. (1998). An alternative to suspension for middle school youths with behavior problems: Findings from a “school survival” group. Research on Social Work Practice, 8, 354–366.
   Web of Science ®Google Scholar
• Fenning, P., & Rose, J. (2007). The overrepresentation of African American students in exclusionary discipline: The role of school policy. Urban Education, 42, 536–559. Retrieved from http://dx.doi.org/10.1177/0042085907305039
   Web of Science ®Google Scholar
• Field, A. (2005). Discovering statistics using SPSS. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Hemphill, S. A., Heerde, J. A., Herrenkohl, T. I., Toumbourou, J. W., & Catalano, R. F. (2006). The effect of school suspensions and arrests on subsequent adolescent antisocial behavior in Australia and the United States. Journal of Adolescent Health, 39(5), 736–744.
   PubMed Web of Science ®Google Scholar
• Henderson, D. X., & Green, J. (2014). Using mixed methods to explore resilience, social connectedness, and resuspension among youth in a community-based alternative to suspension program. International Journal of Child, Youth, and Family Studies, 5(3), 423–446.
   Google Scholar
• Henderson, D. X., & McClinton, J. (2016). A qualitative exploration of suspended youths' social connectedness in a community-based intervention program. Child & Youth Services. Advance online publication. doi: 10.1080/0145935X.2015.1083402
   Google Scholar
• Henry, K. L., & Huizinga, D. H. (2007). School-related risk and protective factors associated with truancy among urban youth placed at-risk. Journal of Primary Prevention, 28, 505–519. Retrieved from http://dx.doi.org/10.1007/s10935-007-0115-7
   PubMedGoogle Scholar
• Juvonen, J. (2010). Reforming middle schools: Focus on continuity, social connectedness, and engagement. Educational Psychologist, 42(4), 197–208.
   Google Scholar
• Lee, R. M. (2005). Resilience against discrimination: Ethnic identity and other-group orientation as protective factors for Korean Americans. Journal of Counseling Psychology, 52, 36–44.
   Web of Science ®Google Scholar
• Lee, R. M., Draper, M., & Lee, S. (2001). Social connectedness, dysfunctional interpersonal behaviors, and psychological distress: Testing a mediator model. Journal of Counseling Psychology, 48, 310–318.
   Web of Science ®Google Scholar
• Lee, S., Borden, L. M., Serido, J., & Perkins, D. F. (2009). Ethnic minority youth in youth programs: Feelings of safety, relationships with adult staff, and perceptions of learning social skills. Youth & Society, 41(2), 234–255.
   Web of Science ®Google Scholar
• Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S., … von Eye, A. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H study of positive youth development. Journal of Early Adolescence, 25, 17–71.
   Web of Science ®Google Scholar
• Losen, D. J., & Skiba, R. (2010). Suspended education. Montgomery, AL: Southern Poverty Law Center. Retrieved from http://www.splcenter.org.
   Google Scholar
• Merlo, A., & Wolpin, K. I. (2009). The transition from school to jail: Youth crime and high school completion among black males. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1270633
   Google Scholar
• Murray, C. (2009). Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth. The Journal of Early Adolescence, 29, 376–404. http://dx.doi.org/10.1177/0272431608322940
   Web of Science ®Google Scholar
• National Center for Education Statistics. (2015). Racial/ethnic enrollment in public schools. Retrieved from http://nces.ed.gov.
   Google Scholar
• Nicholson, T., Belcastro, P. A., & Gold, R. S. (1985). Retrospective pretest-posttest analysis versus traditional pretest-posttest analysis. Psychological Report, 57, 525–526.
   Web of Science ®Google Scholar
• Pianta, R. C. (2001). Student–teacher relationship scale: Professional manual. Lutz, FL: Psychological Assessment Resources.
   Google Scholar
• Pianta, R. C., & Steinberg, M. (1992). Teacher–child relationships and the process of adjusting to school. In R. C. Pianta (Ed.), Beyond the parent: The role of other adults in the children's lives: New directions for child development (pp. 61–80). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Quane, J. M., & Rankin, B. H. (2006). Does it pay to participate? Neighborhood-based organizations and the social development of urban adolescents. Children and Youth Services Review, 28, 1229–1250.
   Web of Science ®Google Scholar
• Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context for early adolescent's academic and socio-emotional development: A summary of findings. Elementary School Journal, 100(5), 443–471.
   Web of Science ®Google Scholar
• Skiba, R. J. (2000). Zero tolerance, zero evidence: An analysis of school disciplinary practice (Policy Research Report # SRS2). Retrieved from http://files.eric.ed.gov/fulltext
   Google Scholar
• Suh, S., Suh, J., & Houston, I. (2007). Predictors of categorical at-risk high school dropouts. Journal of Counseling and Development, 85(2), 196–203.
   Web of Science ®Google Scholar
• Summers, J. J., Beretvas, S. N., Svinicki, M. D., & Gorin, J. S. (2005). Evaluating collaborative learning and community. The Journal of Experimental Education, 73, 165–188.
   Web of Science ®Google Scholar
• Tobin, T., & Sprague, J. (2000). Alternative education strategies: Reducing violence in school and the community. Journal of Emotional and Behavioral Disorders, 8(3), 177–186.
   Web of Science ®Google Scholar
• Witherspoon, D., Schotland, M., Way, N., & Hughes, D. (2009). Connecting the dots: How connectedness to multiple contexts influences the psychological and academic adjustment of urban youth. Applied Developmental Science, 13, 199–216. Retrieved from http://dx.doi.org/10.1080/10888690903288755
   Web of Science ®Google Scholar
• Wong, N. A. (2010). “Cuz they care about the people who goes there”: The multiple roles of community-based youth center in providing “youth (comm) unity” for low-income Chinese American youth. Urban Education, 45, 708–739. Retrieved from http://dx.doi.org/10.1177/0042085909355766
   Web of Science ®Google Scholar
• Yearwood, D. L., & Adbum-Muhaymin, J. (2007). Juvenile structured day programs for suspended and expelled youth: An evaluation of process and impact. Preventing School Failure, 51(4), 47–59.
   Google Scholar