Abstract
Gregory and Clawson examine restorative practices (RP) for their promise in narrowing racial and gender disparities in school discipline. Their study of two high schools implementing RP finds that fewer discipline referrals for misconduct/defiance are issued to students, yet gender and racial disparities continue to persist. A closer examination of 29 teachers’ RP implementation, however, shows that RP has the potential for increasing equity through classroom practices. Teachers who are perceived by students as frequently using RP tend to issue few referrals for misconduct/defiance to male and female African American and Latino students, and have narrow racial and gender gaps in discipline referrals. This suggests high quality RP implementation across classrooms may be needed for RP to reach its promise as a civil rights remedy.
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Gregory, A., Clawson, K. (2016). The Potential of Restorative Approaches to Discipline for Narrowing Racial and Gender Disparities. 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_9
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DOI: https://doi.org/10.1057/978-1-137-51257-4_9
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