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Conclusion: Moving Toward Equity in School Discipline

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Inequality in School Discipline

Abstract

In the concluding chapter, Skiba summarizes the volume’s key findings and themes. Poverty and differential behavior do not account for disparities in discipline, but school climate contributes, as do both race and sexual orientation. These chapters find evidence of harsh and discriminatory treatment of LGBTQ students. The author argues that cultural mismatch and implicit bias must be considered as contributors to disparities in exclusionary school discipline. A number of clear themes emerge surrounding effective interventions, including the importance of multiple components, the key role of relationships, and time and resources to fully engage local practitioners. Recommendations for sustainable change include expanding data availability, continued evaluation of both evidence-based and local intervention strategies, and the need to confront the topic of race when addressing racial inequity.

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Author information

Authors and Affiliations

  1. The Equity Project, Indiana University, Bloomington, IN, USA

    Russell J. Skiba

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  1. Russell J. Skiba
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Editors and Affiliations

  1. Center for Evaluation and Education Policy School of Education, Indiana University, Bloomington, Indiana, USA

    Russell J. Skiba

  2. The Atlantic Philanthropies, New York, USA

    Kavitha Mediratta

  3. Center for Evaluation and Education Poli, Indiana University Center for Evaluation and Education Poli, Bloomington, Indiana, USA

    M. Karega Rausch

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Skiba, R.J. (2016). Conclusion: Moving Toward Equity in School Discipline. In: Skiba, R., Mediratta, K., Rausch, M. (eds) Inequality in School Discipline. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-51257-4_15

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  • DOI: https://doi.org/10.1057/978-1-137-51257-4_15

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  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-51256-7

  • Online ISBN: 978-1-137-51257-4

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