The Process of "Pushing Out": Accumulated Disadvantage across School Punishment and Math Achievement Trajectories
The Process of "Pushing Out": Accumulated Disadvantage across School Punishment and Math Achievement Trajectories
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DOI：
10.1177/0044118x211007175
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发表时间：
2021-04-05
期刊：
影响因子：
2
通讯作者：
Johnson, Odis
中科院分区：
文献类型：
--
作者：
Jabbari, Jason;Johnson, Odis
学生们因为各种各样的原因而辍学，但当他们表现出校方认为不受欢迎的特征时，比如行为不端和学业不及格，他们就会被“开除”。虽然之前关于“推搡”的许多研究将这种现象视为一个离散的事件，通常归因于行为不端或学业失败，但我们认识到惩罚与成就之间的潜在关系，因此将“推搡”概念化为一个学科参与和学术排斥的过程。利用结构方程模型（SEM）和一项具有全国代表性的高中生纵向研究（HSLS-09），我们发现随着时间的推移，惩罚与数学成绩（包括数学态度、能力和课程）之间的显著关系具有推动学生高中辍学的作用。我们注意到种族和民族在这些关系中的重要性，并以对政策影响的讨论结束。
Students drop out of school for a variety of reasons, yet are "pushed out" when they exhibit traits that are deemed undesirable to school officials, such as misbehavior and academic failure. While much of the previous research on pushouts views the phenomenon as a discrete occurrence often attributed to either misbehavior or academic failure, we recognize the underlying relationships between punishment and achievement, and therefore conceptualize pushing out as a process of both disciplinary involvement and academic exclusion over time. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09), we find that significant relationships among punishment and math achievement (including math attitudes, ability, and course-taking) have the effect of pushing students out of high school over time. We note the importance of race and ethnicity within these relationships and close with a discussion of policy implications.