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06-02-2017

School Discipline Disparity: Converging Efforts for Better Student Outcomes

Authors: Nathern S. Okilwa, Catherine Robert

Published in: The Urban Review | Issue 2/2017

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Abstract

School policies and practices have historically lent themselves to disproportionate suspension and expulsion rates based on students’ race, gender, and disability. The disparity between racial minorities, particularly Black males, and their White peers has generated concern from various stakeholders. Using Kingdon’s (Agendas, alternatives, and public policies. Addison-Westley Educational Publishers, New York, 2003) window of opportunity framework, the purpose of this conceptual article is to spotlight the potential convergence of efforts hence creating an opportunity for school discipline reform to gain momentum. Kingdon’s three critical streams for problem solving, i.e., the problem, political, and policy, are each examined in the context of the pervasive school discipline disproportionality.

previous article Educating in a ‘Regressive Era’: Exploring the Race-Full Ideological Standpoint of Black Women Teachers

next article The Browning of American Public Schools: Evidence of Increasing Racial Diversity and the Implications for Policy, Practice, and Student Outcomes

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Title: School Discipline Disparity: Converging Efforts for Better Student Outcomes
Authors: Nathern S. Okilwa
Catherine Robert
Publication date: 06-02-2017
Publisher: Springer Netherlands
Published in: The Urban Review / Issue 2/2017
Print ISSN: 0042-0972
Electronic ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-017-0399-8

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