To educate or to incarcerate: Factors in disproportionality in school discipline
The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Mizel, Matthew L. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016transfer abstract |
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| Umfang: |
10 |
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| Übergeordnetes Werk: |
Enthalten in: Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe - D'Hooge, Lorenzo ELSEVIER, 2017, an international multidisciplinary review of the welfare of young people, Amsterdam [u.a.] |
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| Übergeordnetes Werk: |
volume:70 ; year:2016 ; pages:102-111 ; extent:10 |
| Links: |
|---|
| DOI / URN: |
10.1016/j.childyouth.2016.09.009 |
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ELV013861883 |
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| 520 | |a The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. | ||
| 520 | |a The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. | ||
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| 700 | 1 | |a D'Amico, Elizabeth J. |4 oth | |
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10.1016/j.childyouth.2016.09.009 doi GBVA2016006000022.pica (DE-627)ELV013861883 (ELSEVIER)S0190-7409(16)30278-X DE-627 ger DE-627 rakwb eng 300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl Mizel, Matthew L. verfasserin aut To educate or to incarcerate: Factors in disproportionality in school discipline 2016transfer abstract 10 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. Miles, Jeremy N.V. oth Pedersen, Eric R. oth Tucker, Joan S. oth Ewing, Brett A. oth D'Amico, Elizabeth J. oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:70 year:2016 pages:102-111 extent:10 https://doi.org/10.1016/j.childyouth.2016.09.009 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 70 2016 102-111 10 045F 300 |
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10.1016/j.childyouth.2016.09.009 doi GBVA2016006000022.pica (DE-627)ELV013861883 (ELSEVIER)S0190-7409(16)30278-X DE-627 ger DE-627 rakwb eng 300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl Mizel, Matthew L. verfasserin aut To educate or to incarcerate: Factors in disproportionality in school discipline 2016transfer abstract 10 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. Miles, Jeremy N.V. oth Pedersen, Eric R. oth Tucker, Joan S. oth Ewing, Brett A. oth D'Amico, Elizabeth J. oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:70 year:2016 pages:102-111 extent:10 https://doi.org/10.1016/j.childyouth.2016.09.009 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 70 2016 102-111 10 045F 300 |
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10.1016/j.childyouth.2016.09.009 doi GBVA2016006000022.pica (DE-627)ELV013861883 (ELSEVIER)S0190-7409(16)30278-X DE-627 ger DE-627 rakwb eng 300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl Mizel, Matthew L. verfasserin aut To educate or to incarcerate: Factors in disproportionality in school discipline 2016transfer abstract 10 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. Miles, Jeremy N.V. oth Pedersen, Eric R. oth Tucker, Joan S. oth Ewing, Brett A. oth D'Amico, Elizabeth J. oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:70 year:2016 pages:102-111 extent:10 https://doi.org/10.1016/j.childyouth.2016.09.009 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 70 2016 102-111 10 045F 300 |
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10.1016/j.childyouth.2016.09.009 doi GBVA2016006000022.pica (DE-627)ELV013861883 (ELSEVIER)S0190-7409(16)30278-X DE-627 ger DE-627 rakwb eng 300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl Mizel, Matthew L. verfasserin aut To educate or to incarcerate: Factors in disproportionality in school discipline 2016transfer abstract 10 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. Miles, Jeremy N.V. oth Pedersen, Eric R. oth Tucker, Joan S. oth Ewing, Brett A. oth D'Amico, Elizabeth J. oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:70 year:2016 pages:102-111 extent:10 https://doi.org/10.1016/j.childyouth.2016.09.009 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 70 2016 102-111 10 045F 300 |
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10.1016/j.childyouth.2016.09.009 doi GBVA2016006000022.pica (DE-627)ELV013861883 (ELSEVIER)S0190-7409(16)30278-X DE-627 ger DE-627 rakwb eng 300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl Mizel, Matthew L. verfasserin aut To educate or to incarcerate: Factors in disproportionality in school discipline 2016transfer abstract 10 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. Miles, Jeremy N.V. oth Pedersen, Eric R. oth Tucker, Joan S. oth Ewing, Brett A. oth D'Amico, Elizabeth J. oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:70 year:2016 pages:102-111 extent:10 https://doi.org/10.1016/j.childyouth.2016.09.009 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 70 2016 102-111 10 045F 300 |
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Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe |
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To educate or to incarcerate: Factors in disproportionality in school discipline |
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To educate or to incarcerate: Factors in disproportionality in school discipline |
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Mizel, Matthew L. |
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Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe |
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Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe |
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Mizel, Matthew L. |
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Mizel, Matthew L. |
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10.1016/j.childyouth.2016.09.009 |
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300 |
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to educate or to incarcerate: factors in disproportionality in school discipline |
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To educate or to incarcerate: Factors in disproportionality in school discipline |
| abstract |
The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. |
| abstractGer |
The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. |
| abstract_unstemmed |
The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. |
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To educate or to incarcerate: Factors in disproportionality in school discipline |
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Miles, Jeremy N.V. Pedersen, Eric R. Tucker, Joan S. Ewing, Brett A. D'Amico, Elizabeth J. |
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