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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.

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