In this article, we examine an overlooked issue in research on school discipline: in-school suspe... more In this article, we examine an overlooked issue in research on school discipline: in-school suspension. Using data collected through observational methods, we present a detailed description and analysis of two in-school suspension rooms. These rooms operated in prominent, racially diverse middle schools in a large urban district. Applying critical theories of race and social exclusion, we reveal the ways that in-school suspension rooms constituted deep, exclusionary discipline and cast wide discipline nets that disproportionately impacted Black students and Latino students for minor reasons and provided few educational opportunities. Due to the racialized nature of in-school suspension in otherwise "integrated" schools, the rooms themselves became segregated internal racial colonies with implications for the racial distribution of education as a social, political, and economic good.
In this article, we examine an overlooked issue in research on school discipline: in-school suspe... more In this article, we examine an overlooked issue in research on school discipline: in-school suspension. Using data collected through observational methods, we present a detailed description and analysis of two in-school suspension rooms. These rooms operated in prominent, racially diverse middle schools in a large urban district. Applying critical theories of race and social exclusion, we reveal the ways that in-school suspension rooms constituted deep, exclusionary discipline and cast wide discipline nets that disproportionately impacted Black students and Latino students for minor reasons and provided few educational opportunities. Due to the racialized nature of in-school suspension in otherwise "integrated" schools, the rooms themselves became segregated internal racial colonies with implications for the racial distribution of education as a social, political, and economic good.
Although in-school suspensions may be viewed as less severe than out-of-school suspensions, both ... more Although in-school suspensions may be viewed as less severe than out-of-school suspensions, both discipline consequences limit students’ access to learning opportunities and are negatively associated with a range of educational outcomes. Moreover, if sending students out of class perpetuates the same racial disparities as sending them home, this practice does not realize the equity goals of discipline reforms over the last decade. Our study draws on Critical Race Theory and QuantCrit to understand racial discipline gaps across in-school and out-of-school suspensions using data from students and schools in one large district. Results of multilevel regression models indicate similar racial disparities in both suspension types, suggesting neither approach is equitable. These findings illustrate the limits of race-neutral policies in mitigating exclusionary discipline gaps. Addressing the thorny issues that contribute to racial disparities will likely require greater resources for high quality implementation of school-wide culture change initiatives that are explicitly anti-racist.
In this article, we examine an overlooked issue in research on school discipline: in-school suspe... more In this article, we examine an overlooked issue in research on school discipline: in-school suspension. Using data collected through observational methods, we present a detailed description and analysis of two in-school suspension rooms. These rooms operated in prominent, racially diverse middle schools in a large urban district. Applying critical theories of race and social exclusion, we reveal the ways that in-school suspension rooms constituted deep, exclusionary discipline and cast wide discipline nets that disproportionately impacted Black students and Latino students for minor reasons and provided few educational opportunities. Due to the racialized nature of in-school suspension in otherwise "integrated" schools, the rooms themselves became segregated internal racial colonies with implications for the racial distribution of education as a social, political, and economic good.
In this article, we examine an overlooked issue in research on school discipline: in-school suspe... more In this article, we examine an overlooked issue in research on school discipline: in-school suspension. Using data collected through observational methods, we present a detailed description and analysis of two in-school suspension rooms. These rooms operated in prominent, racially diverse middle schools in a large urban district. Applying critical theories of race and social exclusion, we reveal the ways that in-school suspension rooms constituted deep, exclusionary discipline and cast wide discipline nets that disproportionately impacted Black students and Latino students for minor reasons and provided few educational opportunities. Due to the racialized nature of in-school suspension in otherwise "integrated" schools, the rooms themselves became segregated internal racial colonies with implications for the racial distribution of education as a social, political, and economic good.
Although in-school suspensions may be viewed as less severe than out-of-school suspensions, both ... more Although in-school suspensions may be viewed as less severe than out-of-school suspensions, both discipline consequences limit students’ access to learning opportunities and are negatively associated with a range of educational outcomes. Moreover, if sending students out of class perpetuates the same racial disparities as sending them home, this practice does not realize the equity goals of discipline reforms over the last decade. Our study draws on Critical Race Theory and QuantCrit to understand racial discipline gaps across in-school and out-of-school suspensions using data from students and schools in one large district. Results of multilevel regression models indicate similar racial disparities in both suspension types, suggesting neither approach is equitable. These findings illustrate the limits of race-neutral policies in mitigating exclusionary discipline gaps. Addressing the thorny issues that contribute to racial disparities will likely require greater resources for high quality implementation of school-wide culture change initiatives that are explicitly anti-racist.
Uploads
Papers by Miguel Trujillo