(The) Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline (ARTICLE)
In reviewing restorative justice practices to determine if they have an effect on inequitable discipline, the authors used quantitative data from over 400 students in 29 schools. They determined that teachers who use restorative practices with fidelity do contribute to a reduction in the equity gap.
Citation/Source
Gregory, Anne, Clawson, Kathleen, Davis, Alycia, and Gerewitz, Jennifer. 2016. “The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline.” Journal of Educational and Psychological Consultation 24, no. 4: 325-353.
Publication Date 2024
Targeted Identity-Safety Interventions Cause Lasting Reductions in Discipline Citations Among Negatively Stereotyped Boys (ARTICLE)
Together with scholars from throughout the nation, Stanford researchers provide educators with relatively simple exercises for middle school school students and their teachers to increase a sense of belonging in boys of color.
Citation/Source
Parker Goyer, J, Cohen, Geoffrey L., Cook, Jonathan E., Master, Allison, Apfel, Nancy, Leem Wonhee, Henderson, Amelia G., Reeves, Stephanie L., Okonafua, Jason A., and Walton, Gregory M. 2019. “Targeted Identity-Safety Interventions Cause Lasting Reductions in Discipline Citations Among Negatively Stereotyped Boys.” Journal of Personality and Social Psychology. Advance Online Publication. doi 10.1037/pspa0000152.
Publication Date 2024
Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice (BOOK)
Maynard and Weinstein use this text to encourage educators to create school cultures that rely on relationships, empathy, communication and restoration in place of punishment and exclusion.
Citation/Source
Maynard, Nathan, and Weinstein, Brad. 2019. Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Highland Heights, OH: Times 10 Publications.
Publication Date 2024
Don′t Suspend Me!: An Alternative Discipline Toolkit (BOOK)
Recognizing that suspension is an ineffective disciplinary technique, the Hannigans introduce alternative discipline in the context of structured and consistent positive behavioral and academic environments.
Citation/Source
Hannigan, Jessica Djabrayan, and Hannigan, John. E. 2017. Don′t Suspend Me!: An Alternative Discipline Toolkit. Thousand Oaks, CA: Corwin.
Publication Date 2024
K-12 Education: Discipline Disparities for Black Students, Boys, and Students with Disabilities (GOVERNMENT REPORT)
Commissioned for researchers to investigate the patterns of student discipline found in public schools throughout the country, this study reveals marked differences in student discipline practices based on race, gender, and disability status. Using Civil Rights Data Collection data, the Government Accountability Office (GAO) examined a range of disciplinary actions disaggregated by student group. Practitioners may wish to use information from this study to analyze identified root causes of discipline disparity and consider evidence-based practices that succeed as alternatives to punitive and exclusionary discipline.
Citation/Source
U.S. Government Accountability Office (U.S. GAO). 2018. K-12 Education: Discipline Disparities for Black Students, Boys, and Students with Disabilities. https://www.gao.gov/products/GAO-18-258 (accessed April 6, 2018).
Publication Date 2024
Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline (ARTICLE)
Considered a seminal study in race and ethnicity in school discipline, this article describes the outcomes of a national investigation on disproportionate differences in discipline practices. The authors provide for practitioners both the systemic and individual changes required to improve educational opportunities for African American and Latino students in American schools.
Citation/Source
Skiba, J., Horner, Robert H., Chung, Choong-Geun, Rausch, M. Karenga, May, Seth, and Tobin, Tary. 2011. “Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline.” School Psychology Review 40, (1): 85–107.
Publication Date 2024
Get Out! Black Male Suspensions in California Public Schools (PDF)
This paper provides readers with clear, current data on widespread inequity in discipline as it pertains to African American males in California’s schools.
Citation/Source
Wood, J. Luke, Harris III, Frank , Howard, Tyrone C.. 2018. “Get Out! Black Male Suspensions in California Public Schools.” San Diego, CA. Community College Equity Assessment Lab and the UCLA Black Male Institute.
Publication Date 2024
(The) School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches (Article)
Reinforcing the commonly held scholarly perspective that inequitable school discipline practices are not the result of poverty or higher rates or intensity of behaviors, the authors of this article review root causes of inequity and the complex changes required for remediation.
Citation/Source
Welsh, Richard O., and Little, Shafiqua. 2018. “The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches.” Review of Educational Research 88 (5): 752-794.
Publication Date 2024
Social and Emotional Learning and Equity in School Discipline (ARTICLE)
In this article, esteemed scholars in equitable education Anne Gregory and Edward Fergus collaborate to investigate why focus on social-emotional learning does not ensure equity in school discipline.
Citation/Source
Gregory, Anne, and Fergus, Edward. 2017. “Social and Emotional Learning and Equity in School Discipline.” The Future of Children 27, no. 1: 117-136.
Publication Date 2024
Eliminating Disparities in School Discipline: A Framework for Intervention (BOOK)
Preeminent authors in the field of equitable education, Gregors, Skiba, and Mediratta provide practitioners with a ten-point framework to reduce race and gender disparity in school discipline.
Citation/Source
Gregory, Anne, Skiba, Russell J., and Mediratta, Kavitha. 2017. “Eliminating Disparities in School Discipline: A Framework for Intervention.” Review of Research in Education 41: 253-278.
Publication Date 2024
