Document Type
Article in Response to Controversy
Abstract
Exclusionary discipline refers to any disciplinary action that removes a student from the typical classroom setting (i.e., in-school suspension, out-of-school suspension, expulsion). Such practices have long been embedded within the culture of public school discipline in the United States as a means to maintain safety and order in schools. While decades of research highlight an association between exclusionary practices and negative student outcomes, there is little evidence to suggest that exclusionary discipline either meaningfully addresses student misbehavior or improves school safety. In this paper, I use new-institutionalism’s concepts of rationalized myths (Meyer & Rowan, 1977) and institutional isomorphism (DiMaggio & Powell, 1983) as a theoretical lenses through which to deconstruct the persistence of exclusionary disciplinary practices in schools.
Genre/Form
articles
Recommended Citation
Cohen, Rebecca W.
(2013)
"Reframing the Problem: New Institutionalism and Exclusionary Discipline in Schools,"
Journal of Educational Controversy: Vol. 7:
No.
1, Article 6.
Available at:
https://cedar.wwu.edu/jec/vol7/iss1/6
Subjects - Topical (LCSH)
Student suspension--United States; Student expulsion--United States; School discipline--United States; Discrimination in education--United States; Classroom management--United States
Geographic Coverage
United States
Language
English
Format
application/pdf
Type
Text