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How Educators Can Eradicate Disparities in School Discipline

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Inequality in School Discipline

Abstract

Gregory, Bell, and Pollock offer principles and practices to help schools move beyond punitive discipline and toward conflict prevention and intervention. They argue that eradication of disproportionate punitive disciplinary sanctions begins by engaging and motivating students before the conflict occurs. Their chapter details four guiding prevention principles and practices: culturally relevant and responsive teaching, supportive relationships, academic rigor, and respectful school environments with bias-free classrooms. Additionally, Gregory et al. suggest four equity-oriented principles and practices for conflict intervention: problem-solving approaches to discipline, inquiry into the causes of conflicts, inclusion of the student and family on causes of and solutions to conflicts, and reintegration of students post-conflict.

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Author information

Authors and Affiliations

  1. Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, Piscataway, NJ, USA

    Anne Gregory

  2. W. Haywood Burns Institute, Oakland, CA, USA

    James Bell

  3. Education Studies, Center for Research on Educational Equity, Assessment, and Teaching Excellence, University of California, San Diego, CA, USA

    Mica Pollock

Authors
  1. Anne Gregory
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  2. James Bell
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  3. Mica Pollock
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Editor information

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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© 2016 The Author(s)

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Gregory, A., Bell, J., Pollock, M. (2016). How Educators Can Eradicate Disparities 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_3

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  • DOI: https://doi.org/10.1057/978-1-137-51257-4_3

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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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