Interventions to Address Racial/Ethnic Disparities in School Discipline: Can Systems Reform Be Race-Neutral?
Interventions to Address Racial/Ethnic Disparities in School Discipline: Can Systems Reform Be Race-Neutral?
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解决学校纪律中种族/民族差异的干预措施：制度改革能否做到种族中立？
DOI：
10.1007/978-1-4939-0863-9_7
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
R. Skiba
中科院分区：
文献类型：
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作者：
R. Skiba
自布朗诉教育委员会案以来的50多年里，非洲裔美国学生在停学和开除中的比例过高仍然是教育不公平的最紧迫领域之一。非裔美国人在学校纪律的差距是大的，并随着时间的推移一致的，数据往往无法支持典型的期望，在纪律的分布不服从。特别是，证据不支持学科差异是由于贫困或行为差异率的假设。尽管近40年来的文件的问题，仍然很少有出版的干预研究，特别是针对种族和民族的差异，在学校纪律。虽然目前的政治气候很可能更有利于执行种族中立的办法，但现有的数据使人怀疑，如果不具体关注种族和文化问题，是否有可能有效地解决种族不平等问题。
More than 50 years since Brown v. Board of Education, the over-representation of African American students in suspension and expulsion remains as one of the most pressing areas of inequity in education. African American disparities in school discipline are large and consistent over time; data often fail to support typical expectations concerning the distribution of disproportionality in discipline. In particular, the evidence fails to support presumptions that disciplinary disparities are due to poverty or differential rates of behavior. Despite almost 40 years of documentation of the issue, there remain few published intervention studies specifically targeting racial and ethnic disparities in school discipline. Although the current political climate may well be more conducive to the implementation of race-neutral approaches, available data raise doubts as to whether it is possible to effectively address racial inequity without specific attention to issues of race and culture.
美国高中生学校纪律中的种族、民族和性别差异：1991-2005 年。
DOI：
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发表时间：
2008
期刊：
The Negro educational review
影响因子：
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作者：
Wallace,JohnM;Goodkind,Sara;Wallace,CynthiaM;Bachman,JeraldG
通讯作者：
Bachman,JeraldG