Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy

By P. Fenning, J. Rose. 2007

516 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cf17a0c2dd61be0bda7a5f1517380cf1c677c19e

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Social Justice Through a School Psychology Lens: Definition and Applications (2008, background): “…recent school psychology research, including research that has identified disproportionalities based on racial lines in school discipline policies (Fenning & Rose, 2007) and special education placement (Artiles, Harry, Reschly, & Chinn, 2002) as well as scholarship that calls upon school…”
Office Discipline and Student Behavior: Does Race Matter? (2010, background): “Fenning and Rose (2007) contend that the overrepresentation of African Americans is due to a less invidious reason related to labeling: the perception of school officials to view African Americans as “not fitting in to the norm of the school” (537).”
Prior problem behavior accounts for the racial gap in school suspensions (2014, background): “In fact, Fenning and Rose (2007) state that “there is no current empirical evidence that factors internal to the student” can account for the overrepresentation of racial or ethnic minorities (p. 542).”
Health Disparities due to Diminished Return among Black Americans: Public Policy Solutions (2018, background): “Exclusionary disciplines are disproportionately applied to Black children (Fenning & Rose, 2007).”
Overrepresentation of African American Males in Exclusionary Discipline: The Role of School-Based Mental Health Professionals in Dismantling the School to Prison Pipeline (2010, background): “To address the detrimental consequences of zero tolerance and exclusionary discipline on African American males, Fenning and Rose (2007) propose that educational stakeholders focus attention on factors present within the educational system that can derail the School to Prison Pipeline for African Am”
Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied (2019, background): “…these racialized patterns of punishment, scholars, educators, and advocates have argued that the goal of equity for students of color in public education cannot be realized without disrupting racial disparities in school discipline practices (Fenning & Rose, 2007; Gregory, Skiba, & Noguera, 2010).”
Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline (2014, background): “This strategy includes actively encouraging the use of the school’s SWPBIS formal acknowledgement system for students from groups with disproportionate ODRs.59 This small change could (a) make school more reinforcing for these students and (b) help school personnel recognize more appropriate than pr”
Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students (2016, methodology): “…techniques used, a mismatch of teacher and student goals (e.g., instructional time versus 180 / August 2016 Behavioral Disorders, 41 (4), 178–195 socialization), or a fear of “losing control” of a classroom when minor noncompliance occurs (Fenning & Rose, 2007; Okonofua, Walton, & Eberhardt, 2016).”
Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders (2011, background): “Teacher inexperience, lack of cultural synchrony between teacher and students, and inept classroom behavior management skills have all been offered as plausible explanations for teachers’ overreliance on office referrals and punitive discipline strategies to manage Black children’s behavior ( Fennin”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Active classroom management also uses proactive and systematic means to deal with student behaviors, rather than using punitive measures such as suspension and expulsion (Fenning and Rose 2007; Skiba et al. 2002).”
Black Male Perspectives on Their Educational Experiences in High School (2012, background): “In addition, the data show that exclusionary disciplinary practices have been used with increasing frequency, since the implementation of the zero-tolerance policies in the early 1990s (Fenning & Rose, 2007).”
Beyond Behavior: Multilevel Analysis of the Influence of Sociodemographics and School Characteristics on Students' Risk of Suspension (2013, background): “Scholars have increasingly called for attention to classroom and school factors that may contribute to discipline disproportionality (Fenning & Rose, 2007; Gregory et al., 2010).”