ERIC Number: EJ761518
Record Type: Journal
Publication Date: 2003
Reference Count: N/A
Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices
Noguera, Pedro A.
Theory Into Practice, v42 n4 p341-350 2003
Throughout the United States, schools most frequently punish the students who have the greatest academic, social, economic, and emotional needs. An examination of which students are most likely to be suspended, expelled, or removed from the classroom for punishment, reveals that minorities (especially Blacks and Latinos), males, and low achievers are vastly overrepresented. The enactment of zero tolerance policies related to discipline in school districts has contributed to a significant increase in the number of children who are being suspended and expelled from school. This article explains why this has occurred and puts forward an alternative approach to discipline that is aligned with the educational mission of schools.
Descriptors: Low Achievement, Zero Tolerance Policy, Punishment, Discipline, Correctional Institutions, Student Needs, Elementary Secondary Education, Educational Policy, Role of Education, Educational Objectives, Males, African American Students, Hispanic Americans, Discipline Problems, Disproportionate Representation, Minority Groups
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United States