NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1144477
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1361-3324
Making Discipline Relevant: Toward a Theory of Culturally Responsive Positive Schoolwide Discipline
Lustick, Hilary
Race, Ethnicity and Education, v20 n5 p681-695 2017
Implicit in the discourse on school discipline reform is the belief that utilizing "positive school discipline practices," as opposed to suspension and classroom removal, will necessarily reduce the racially disproportionate representation of black and brown students in school discipline outcomes. Yet even in schools that utilize positive school discipline approaches, racial disproportionality persists; students of color continue to be disciplined more often and more harshly than their white peers, even when controlling for gender, socioeconomic status, and behavior. Framed by Vavrus and Cole's concept of the socioculturally contextualized "disciplinary moment," this article argues for an approach to positive discipline that incorporates the tenets of "culturally relevant education." Implications for policy, research, and practice are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education; Elementary Education; Middle Schools; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A