“I Didn't Do Nothin'”: The Discursive Construction of School Suspension

By F. Vavrus, Kimmarie Cole. 2002

303 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/304ad3cd005d99ceabe4389e5f35c5d32cdb4d11

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Citations in the corpus

Parsing Disciplinary Disproportionality (2014, background): “…a host of factors: a student’s disciplinary history, the immediate context of the behavior, the teacher’s general tolerance level and skill in behavior management, and the resources available to the teacher for managing disruptive behavior (Gregory, Skiba, & Noguera, 2010; Vavrus & Cole, 2002).”
Safety Without Suspensions (2008, background): “Some evidence suggests that these disparities are caused at least in part by cultural mismatch or insufficient training in culturally responsive classroom management (Townsend, 2000; Vavrus & Cole, 2002).”
A Multilevel Examination of Racial Disparities in High School Discipline: Black and White Adolescents’ Perceived Equity, School Belonging, and Adjustment Problems (2017, unknown): “A number of researchers have posited that institutional and individual biases within the school social context are likely also a culprit in school discipline practices that disproportionately punish Black youth (Gregory & Weinstein, 2008; Skiba et al., 2011; Vavrus & Cole, 2002; Wald, 2014).”
Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy (2007, background): “Another similar theme was teachers’ fears of losing control, resulting in ethnic minority students being singled out as was found in the American studies (Vavrus & Cole, 2002).”
Council for Children with Behavioral Disorders (2008, background): “Issues of behavioral management at the classroom level (Vavrus & Cole, 2002) and overall school climate (Gregory, Cornell, & Fan, 2011) appear to contribute to both rates of school discipline and racial disparities in discipline, but more direct observational research is needed to document the…”
Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline (2011, background): “…students in a large urban district were referred to the office, and found no obvious differences in severity of behavior, but that African American students tended to be referred to the office more often for offenses that required a higher degree of subjectivity, such as disrespect or loitering.”
The Relationship Between Skin Tone and School Suspension for African Americans (2013, background): “This seems to be especially the case for African American females (Costenbader and Markson 1998; Skiba et al. 2002; Vavrus and Cole 2002).”
Beyond Behavior: Multilevel Analysis of the Influence of Sociodemographics and School Characteristics on Students' Risk of Suspension (2013, background): “These studies indicated that Black students were more likely than their White peers to receive suspensions, be excluded for greater periods of time (Skiba et al., 2011), and be disciplined for less serious, subjective offenses such as disrespect (Raffaele Mendez & Knoff, 2003; Vavrus & Cole, 2002).”
Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied (2019, background): “…outcomes appear to be driven by minor infractions and subjective categories of student misconduct, rather than more objective and serious behaviors such as bringing a weapon to school (Bradshaw, Mitchell, O’Brennan, & Leaf, 2010; Skiba, Michael, Nardo, & Peterson, 2002; Vavrus & Cole, 2002).”