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Rethinking Exclusionary Discipline Consequences for Discretionary Reasons for Economically Disadvantaged Youth

Rethinking Exclusionary Discipline Consequences for Discretionary Reasons for Economically Disadvantaged Youth

Thelma Laredo Clark, Brandi R. Ray, Elizabeth Anne Murray
Copyright: © 2022 |Pages: 21
ISBN13: 9781668433591|ISBN10: 1668433591|EISBN13: 9781668433614
DOI: 10.4018/978-1-6684-3359-1.ch008
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MLA

Clark, Thelma Laredo, et al. "Rethinking Exclusionary Discipline Consequences for Discretionary Reasons for Economically Disadvantaged Youth." Approaching Disparities in School Discipline: Theory, Research, Practice, and Social Change, edited by Anthony Troy Adams, IGI Global, 2022, pp. 193-213. https://doi.org/10.4018/978-1-6684-3359-1.ch008

APA

Clark, T. L., Ray, B. R., & Murray, E. A. (2022). Rethinking Exclusionary Discipline Consequences for Discretionary Reasons for Economically Disadvantaged Youth. In A. Adams (Ed.), Approaching Disparities in School Discipline: Theory, Research, Practice, and Social Change (pp. 193-213). IGI Global. https://doi.org/10.4018/978-1-6684-3359-1.ch008

Chicago

Clark, Thelma Laredo, Brandi R. Ray, and Elizabeth Anne Murray. "Rethinking Exclusionary Discipline Consequences for Discretionary Reasons for Economically Disadvantaged Youth." In Approaching Disparities in School Discipline: Theory, Research, Practice, and Social Change, edited by Anthony Troy Adams, 193-213. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3359-1.ch008

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Abstract

Exclusionary discipline practices are continuously pushing economically disadvantaged students out of their traditional home campuses instead of rehabilitating them with the ability to become productive members of their communities. This chapter explores the development of exclusionary discipline consequences and the known outcomes of these consequences on economically disadvantaged students. The chapter provides background information regarding the initial appeal of exclusionary discipline practices followed by the subsequent harm it created for certain groups of students. The chapter identifies the possibilities for decreasing the use of exclusionary discipline by adopting strategies like PBIS and restorative justice practices. The chapter closes with a discussion of the importance of schools moving away from exclusionary discipline practices. The authors argue transparency from school leaders with school community members is essential for the initial and continued success of restorative practices and the curbing of the damage of exclusionary consequences for students.

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