Racial and Ethnic Minority High School Students' Perceptions of School Disciplinary Practices: A Look at Some Canadian Findings

By Martin D. Ruck, S. Wortley. 2002

140 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c644be49325a7250a31d04ecf197d9ea8656521a

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Citations in the corpus

The contribution of student perceptions of school climate to understanding the disproportionate punishment of African American students in a middle school (2012, background): “Ruck and Wortley (2002) surveyed high school students in Toronto, Canada and found that Black students were significantly more likely than White and other minority students to report being suspended from school.”
Are teachers' expectations different for racial minority than for European American students? A meta-analysis. (2007, background): “Recent research suggests that ethnic minority students are more likely to perceive students from their own racial and ethnic groups as being subjected to harsher disciplinary actions and treatment than mainstream students (Ruck & Wortley, 2002).”
Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just (2018, background): “Even though teachers feel strongly committed to the relational aspects of the teaching profession (Gasser & Althof, 2017), children and adolescents often experience unjust treatment and low emotional care in schools (Pianta, Hamre, & Mintz, 2012; Ruck & Wortley, 2002).”
Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy (2007, background): “In one of the largest studies of its kind, the Commission on Systematic Racism in the Ontario Criminal Justice System studied students’ perceptions of the school discipline policy in 11 randomly selected racially and ethnically diverse high schools across Toronto (Ruck & Wortley, 2002).”