Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices
Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices
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学校、监狱和惩罚的社会影响：重新思考纪律实践
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
P. Noguera
中科院分区：
文献类型：
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作者：
P. Noguera
在整个美国，学校最常惩罚的是那些在学业、社会、经济和情感方面有最大需求的学生。一项对学生最有可能被停学、开除或开除出教室进行惩罚的考试显示，少数族裔(特别是黑人和拉丁裔)、男性和成绩较差的学生比例过高。在学区颁布与纪律有关的零容忍政策，大大增加了被停学和开除的儿童人数。本文解释了为什么会发生这种情况，并提出了一种与学校教育使命相一致的替代纪律方法。
Throughout the United States, schools most frequently punish the students who have the greatest academic, social, economic, and emotional needs. An examination of which students are most likely to be suspended, expelled, or removed from the classroom for punishment, reveals that minorities (especially Blacks and Latinos), males, and low achievers are vastly overrepresented. The enactment of zero tolerance policies related to discipline in school districts has contributed to a significant increase in the number of children who are being suspended and expelled from school. This article explains why this has occurred and puts forward an alternative approach to discipline that is aligned with the educational mission of schools.