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Discipline Disparities: New and Emerging Research in the United States

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The Palgrave International Handbook of School Discipline, Surveillance, and Social Control

Abstract

Suspension has been found to be associated with a number of negative short- and long-term consequences, including academic disengagement, decreased academic achievement, dropping out of school, and increased contact with the juvenile justice system.

A previous version of this chapter was originally published in Skiba, R. J., Mediratta, K., and Rausch, M. K. (2016). Inequality in school discipline: Research and practice to reduce disparities. New York: Palgrave Macmillan. Reproduced with permission of Palgrave Macmillan.

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Acknowledgments

We gratefully acknowledge support of this work through grants from Atlantic Philanthropies and the Open Society Foundations and the assistance of Leigh Kupersmith in the technical production of this chapter.

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Authors and Affiliations

  1. Indiana University, Bloomington, IN, USA

    Russell J. Skiba, Mariella I. Arredondo & Chrystal Gray

  2. National Association of Charter School Authorizers, Chicago, IL, USA

    M. Karega Rausch

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  1. Russell J. Skiba
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  1. School of Law, University of Manchester, Manchester, United Kingdom

    Jo Deakin

  2. Department of Sociology, City, University of London, London, United Kingdom

    Emmeline Taylor

  3. Department of Sociology and Criminal Justice, University of Delaware, Newark, USA

    Aaron Kupchik

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Skiba, R.J., Arredondo, M.I., Gray, C., Rausch, M.K. (2018). Discipline Disparities: New and Emerging Research in the United States. In: Deakin, J., Taylor, E., Kupchik, A. (eds) The Palgrave International Handbook of School Discipline, Surveillance, and Social Control. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-71559-9_12

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