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From Courageous to Unapologetic Conversations About School Discipline Disparities: How Do We Stop the Hemorrhaging?

From Courageous to Unapologetic Conversations About School Discipline Disparities: How Do We Stop the Hemorrhaging?

Anthony Troy Adams
Copyright: © 2022 |Pages: 24
ISBN13: 9781668433591|ISBN10: 1668433591|EISBN13: 9781668433614
DOI: 10.4018/978-1-6684-3359-1.ch012
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MLA

Adams, Anthony Troy. "From Courageous to Unapologetic Conversations About School Discipline Disparities: How Do We Stop the Hemorrhaging?." Approaching Disparities in School Discipline: Theory, Research, Practice, and Social Change, edited by Anthony Troy Adams, IGI Global, 2022, pp. 271-294. https://doi.org/10.4018/978-1-6684-3359-1.ch012

APA

Adams, A. T. (2022). From Courageous to Unapologetic Conversations About School Discipline Disparities: How Do We Stop the Hemorrhaging?. In A. Adams (Ed.), Approaching Disparities in School Discipline: Theory, Research, Practice, and Social Change (pp. 271-294). IGI Global. https://doi.org/10.4018/978-1-6684-3359-1.ch012

Chicago

Adams, Anthony Troy. "From Courageous to Unapologetic Conversations About School Discipline Disparities: How Do We Stop the Hemorrhaging?." In Approaching Disparities in School Discipline: Theory, Research, Practice, and Social Change, edited by Anthony Troy Adams, 271-294. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3359-1.ch012

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Abstract

This chapter asserts that too much commentary has been given to school disciplinary disparities with few remedies for mitigating the problem. The time has come to move from courageous to unapologetic conversations about disciplinary disparities. Data furnished by the U.S. Department of Education, Office of Civil Rights, for the school year 2017-18 estimates that 11,205,797 youths missed school days from our nation's public schools due to out-of-school suspensions. The average school year is roughly 182 days. Thusly, 61,570 students per day missed invaluable instructional time due to out-of-school suspensions. Black/students of color, males, and students with special education identification are especially vulnerable. This chapter summarizes the extant literature; discusses the core issues, controversies, and problems; highlights the correlates associated with school disciplinary disparities; and proposes several unapologetic and radical recommendations for reducing disparities.

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