Abstract
There is a plethora of literature regarding disproportionality in special education, school discipline, and the School-to-Prison Pipeline (STPP). The literature also describes the far-reaching ramifications for African American and other historically marginalized students not receiving the quality education to which they are entitled. These ramifications include poor outcomes in school (e.g., problems with retention and lack of reading proficiency), and lower quality of life outside of school (e.g., lack of high-quality jobs and homelessness). This article discusses factors that contribute to disciplinary exclusion of Black students and other historically marginalized and oppressed populations (e.g., students with disabilities). In addition, it provides research-based practices that teachers, schools, districts, and universities can enact to reduce disciplinary disproportionality, foster more inclusive environments, and help put an end to the STPP.
References
Arcia, E. (2006). Achievement and enrollment status of suspended students: Outcomes in a large, multicultural school district. Education and Urban Society, 38(3), 359–369. https://doi.org/10.1177/0013124506286947.Search in Google Scholar
Bianco, M., & Marin-Paris, D. (2019). Pathways2Teaching: Addressing the teacher diversity gap through a grow your own program. TEACHING Exceptional Children, 52(1), 38–40. https://doi.org/10.1177/0040059919875704.Search in Google Scholar
Brown, M. R., Dennis, J. P., & Matute-Chavarria, M. (2019). Cultural relevance in Special Education: Current status and future directions. Intervention in School and Clinic, 54(5), 304–310. doi:https://doi.org/10.1177/1053451218819252.Search in Google Scholar
Carter, P. L., Skiba, R., Arredondo, M. I., & Pollock, M. (2017). You can’t fix what you don’t look at: Acknowledging race in addressing racial discipline disparities. Urban Education, 52(2), 207–235. https://doi.org/10.1177/0042085916660350.Search in Google Scholar
Cartledge, G., Kea, C. D., Watson, M., & Oif, A. (2016). Special education disproportionality: A review of response to intervention and culturally relevant pedagogy. Multiple Voices for Ethnically Diverse Exceptional Learners, 16(1), 29–49. https://doi.org/10.5555/2158-396X.16.1.29.Search in Google Scholar
Cartledge, G., & Kourea, L. (2008). Culturally responsive classrooms for culturally diverse students with and at risk for disabilities. Exceptional Children, 74(3), 351–371. https://doi.org/10.1177/001440290807400305.Search in Google Scholar
Chiariello, E. (2013). A teacher’s guide to rerouting the pipeline. Teaching Tolerance, 43, 41–43.Search in Google Scholar
Elias, M. (2013). The school-to-prison pipeline: Policies and practices that favor incarceration over education do us all a grave injustice. Teaching Tolerance, 43, 39–40.Search in Google Scholar
Fabelo, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P., & Booth, E. A. (2011). Breaking school’s rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement. Council of State Governments Justice Center. https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=266653.Search in Google Scholar
Gershenson, S., Hart, C. M. D., Hyman, J., Lindsay, C., & Papageorge, N. W. (2018). The long-run impacts of same-race teachers. National Bureau of Economic Research. Working Paper No. 25254. http://www.nber.org/papers/w25254.10.3386/w25254Search in Google Scholar
Gregory, A., Skiba, R. J., & Mediratta, K. (2017). Eliminating disparities in school discipline: A framework for intervention. Review of Research in Education, 41, 253–278. https://doi.org/10.3102/0091732X17690499.Search in Google Scholar
Griner, A. C., & Stewart, M. L. (2012). Addressing the achievement gap and disproportionality through the use of culturally responsive teaching practices. Urban Education, 48(4), 585–621. https://doi.org/10.1177/0042085912456847.Search in Google Scholar
Heitzeg, N. A. (2016). The school-to-prison pipeline: Education, discipline, and racialized double standards. Praeger.10.5040/9798216011392Search in Google Scholar
Hereth, J., Kaba, M., Meiners, E. R., & Wallace, L. (2017). Restorative justice is not enough: School-based interventions in the carceral state. In S. Bahena, N. Cooc, R. Currie-Rubin, P. Kuttner, & M. Ng (Eds.), Disrupting the school-to-prison pipeline (pp. 240–264). Harvard Educational Review.Search in Google Scholar
Jones, R., Holton, W., & Joseph, M. (2019). Call Me MiSTER: A black male grow your own program. Teacher Education Quarterly, 46(1), 55–68.Search in Google Scholar
Krezmien, M. P., Leone, P. E., & Achilles, G. M. (2006). Suspension, race, and disability: Analysis of statewide practices and reporting. Journal of Emotional and Behavioral Disorders, 14(4), 217–226. https://doi.org/10.1177/10634266060140040501.Search in Google Scholar
Loman, S. (Producer & Director). (2017). Teach us all (Documentary). Netflix.Search in Google Scholar
Losen, D. J. (2017). Sound discipline policy for successful schools: How redressing racial disparities can make a positive impact for all. In S. Bahena, N. Cooc, R. Currie-Rubin, P. Kuttner, & M. Ng (Eds.), Disrupting the school-to-prison pipeline (pp. 45–72). Harvard Educational Review.Search in Google Scholar
Lyon, G. R. (1998). Why reading is not a natural process. Educational Leadership, 55(6), 14–18.Search in Google Scholar
Madda, C. L., & Schultz, B. D. (2009). (Re)Constructing ideals of multicultural education through grow your own teachers. Multicultural Perspectives, 11(4), 204–207. https://doi.org/10.1080/15210960903445988.Search in Google Scholar
Mallett, C. A. (2016). The school-to-prison pipeline: A comprehensive assessment. Springer Publishing Company.Search in Google Scholar
Mayfield, V. (2019). A necessary conversation: How do we progress in exploring questions about race and schools that many try to avoid? Educational Leadership, 76(7), 79–83.Search in Google Scholar
Miller, C. C. (2018). Does teacher diversity matter in student learning? The New York Times. https://www.nytimes.com/2018/09/10/upshot/teacher-diversity-effect-students-learning.html.Search in Google Scholar
Morgan, H. (2021). Restorative justice and the school-to-prison pipeline: A review of existing literature. Education Sciences, 11(4), 159. https://doi.org/10.3390/educsci11040159.Search in Google Scholar
Myers, K. (2017). Trapped in a pipeline: The plight of too many children and youth (Exposing the school-to-prison pipeline). Reflections: Narratives of Professional Helping, 23(1), 27–41.Search in Google Scholar
National Education Association. (2007). Truth in labeling: Disproportionality in special education. NEA Professional Library.Search in Google Scholar
Obiakor, F. E. (2021). Multiculturalism still matters in education and society: Responding to changing times. Information Age.Search in Google Scholar
Peterson, P. J., Sandigo, A. M., Stoddard, S. E., Abou-Rjaily, K., & Ulrich, J. (2020). Changing lives on the border: Preparing rural, culturally responsive special educators. Rural Special Education Quarterly, 39(2), 71–81. https://doi.org/10.1177/8756870519879066.Search in Google Scholar
Rodríguez Ruiz, R. (2017). School-to-prison-pipeline: An evaluation of zero tolerance policies and their alternatives. Houston Law Review, 54(3), 803–837.Search in Google Scholar
Saady, B. (2018). Throwing children away: The school-to-prison pipeline. The American Conservative. https://www.theamericanconservative.com/articles/throwing-children-away-the-school-to-prison-pipeline/.Search in Google Scholar
Schiff, M. (2018). Can restorative justice disrupt the “school-to-prison pipeline?” Contemporary Justice Review, 21(2), 121–139. https://doi.org/10.1080/10282580.2018.1455509.Search in Google Scholar
Shippen, M. E., Houchins, D. E., Calhoon, M. B., Furlow, C. F., & Sartor, D. L. (2006). The effects of comprehensive school reform models in reading for urban middle school students with disabilities. Remedial and Special Education, 27(6), 322–328. https://doi.org/10.1177/07419325060270060101.Search in Google Scholar
Simmons-Reed, E. A., & Cartledge, G. (2014). School discipline disproportionality: Culturally competent interventions for African American males. Interdisciplinary Journal of Teaching and Learning, 4(2), 95–109.Search in Google Scholar
Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J., & Chung, C.-G. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74(3), 264–288. https://doi.org/10.1177/001440290807400301.Search in Google Scholar
Swain-Bradway, J., Loman, S. L., & Vincent, C. G. (2014). Systematically addressing discipline disproportionality through the application of a school-wide framework. Multiple Voices for Ethnically Diverse Exceptional Learners, 14(1), 3–17.10.56829/muvo.14.1.jl626n21408t4846Search in Google Scholar
Teale, W. H., Paciga, K. A., & Hoffman, J. L. (2007). Beginning reading instruction in urban schools: The curriculum gap ensures a continuing achievement gap. The Reading Teacher, 61(4), 344–348. https://doi.org/10.1598/RT.61.4.8.Search in Google Scholar
Tobin, T. J., & Vincent, C. G. (2011). Strategies for preventing disproportionate exclusions of African American students. Preventing School Failure: Alternative Education for Children and Youth, 55(4), 192–201. https://doi.org/10.1080/1045988X.2010.532520.Search in Google Scholar
Townsend, B. L. (2000). The disproportionate discipline of African American learners: Reducing school suspensions and expulsions. Exceptional Children, 66(3), 381–391. https://doi.org/10.1177/001440290006600308.Search in Google Scholar
Trent, S. C., Kea, C. D., & Oh, K. (2008). Preparing preservice educators for cultural diversity: How far have we come? Exceptional Children, 74(3), 328–350. https://doi.org/10.1177/001440290807400304.Search in Google Scholar
U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS). (2019). “Public school teacher data file,” “charter school teacher data file,” “public school data file,” and “charter school data file,” 1999–2000; and national teacher and principal survey (NTPS), “public school teacher data file,” 2017–18. See digest of education statistics 2019, table 209.22. https://nces.ed.gov/programs/digest/d19/tables/dt19_209.22.asp.Search in Google Scholar
U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2016a). The state of racial diversity in the educator workforce. http://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.Search in Google Scholar
U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2016b). Racial and ethnic disparities in special education: A multi-year disproportionality analysis by state, analysis category, and race/ethnicity. https://www2.ed.gov/programs/osepidea/618-data/LEA-racial-ethnic-disparities-tables/index.html.Search in Google Scholar
Warren, E., & Supreme Court Of The United States. (1954). U.S. Reports: Brown v. Board of Education, 347 U.S. 483 (1954). In Library of Congress (Periodical).Search in Google Scholar
Weissman, R. (2019). The role of white supremacy amongst opponents and proponents of mass schooling in the south during the common school era. Paedagogica Historica, 55(5), 703–723. https://doi.org/10.1080/00309230.2018.1521448.Search in Google Scholar
© 2022 Walter de Gruyter GmbH, Berlin/Boston