ERIC Number: EJ1045755
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 89
More than a Metaphor: The Contribution of Exclusionary Discipline to a School-to-Prison Pipeline
Skiba, Russell J.; Arredondo, Mariella I.; Williams, Natasha T.
Equity & Excellence in Education, v47 n4 p546-564 2014
The term and construct "school-to-prison" pipeline has been widely used by advocates, researchers, and policymakers to describe the relationship between school disciplinary practices and increased risk of juvenile justice contact. It has been unclear whether the construct is a useful heuristic or a descriptor of empirically validated relationships that establish school disciplinary practices as a risk factor for negative developmental outcomes, including juvenile justice involvement. In this article, we examine the literature surrounding one facet of the pipeline, school exclusion as a disciplinary option, and propose a model for tracing possible pathways of effect from school suspension and expulsion to the ultimate contact point of juvenile justice involvement. Available multivariate analyses suggest that regardless of demographic, achievement, or system status, out-of-school suspension and expulsion are in and of themselves risk factors for a range of negative developmental outcomes. Recommendations are offered to assist schools in replacing disciplinary exclusion with a range of alternatives whose goal is to preserve both school order and provide all students with educational opportunities.
Descriptors: At Risk Students, Correctional Institutions, Institutionalized Persons, Discipline, Juvenile Justice, Delinquency, Suspension, Expulsion, Multivariate Analysis, Literature Reviews, Student Characteristics, Discipline Policy, Minority Group Students, Referral, Student School Relationship, Predictor Variables, Dropouts, Incidence, Disproportionate Representation
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Authoring Institution: N/A