Year: 2025
Type: article
Abstract: This study explores the manifestations, impacts, and broader implications of disparate disciplinary practices in U.S. public schools, with a primary focus on the differential treatment of black students compared to their white peers. While discriminatory disciplinary measures are well-documented, this research delves into how these disparities manifest, the systemic factors that sustain them, and the long-term consequences for affected students. The study examines the disproportionate rates of suspensions, expulsions, and referrals to law enforcement, which contribute to academic disengagement and the school-to-prison pipeline. Additionally, it highlights the role of implicit bias, institutional policies, and structural racism in perpetuating these disparities. The research also considers alternative disciplinary approaches, such as Positive Behavioral Interventions and Supports (PBIS) and restorative justice, as potential solutions for creating a more equitable educational environment. The findings underscore the urgent need for policy reforms that promote fairness, accountability, and inclusivity in school discipline practices to mitigate long-lasting harm to students and communities.
DOI: 10.15640/jpbs.v13p6
Authors: Richard L. Glover, Jazzmine Clarke-Glover
Institution: Wagner College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4414395162