Article in Response to Controversy
Studies of school discipline in the United States almost universally report that children of color are disproportionately subject to disciplinary action, specifically disciplinary action that removes or excludes students from the learning environment. Considerable focus has been afforded to the effect of this phenomenon on the educational outcomes of Black children, who routinely experience discipline in rates higher than their representation in the school population. The disproportionate discipline of Black students has been called the discipline gap (Gregory & Mosley, 2004; Gregory, Skiba, & Noguera, 2010; Monroe, 2005).
"The Knowledge of Good and Evil: Black Students’ Church-Based Funds of Knowledge Concerning School Discipline,"
Journal of Educational Controversy: Vol. 7
, Article 8.
Available at: http://cedar.wwu.edu/jec/vol7/iss1/8