USF St. Petersburg campus Faculty Publications
The Disproportionate Discipline of African American Learners: Reducing School Suspensions and Expulsions
Document Type
Article
Publication Date
2000
ISSN
0014-4029 (print) 2163-5560 (online)
Abstract
School disciplinary practices for students with disabilities and their peers without disabilities have long been questioned. Moreover, the school discipline of both dominant culture and ethnic minority children and youth has raised concerns. In that regard, school discipline has in general become a hotbed for litigation and debate. While suspect discipline practices have been used with students across ethnic backgrounds, they are disproportionately meted out to African American students, particularly males (Harry & Anderson, 1995). This article examines exclusionary discipline practices and their impact on African American students. Culturally responsive instructional and management strategies are identified that can mitigate school suspensions and expulsions of African American children and youth.
Publisher
SAGE
Recommended Citation
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
