Article Title
Document Type
Article in Response to Controversy
Abstract
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).
Genre/Form
articles
Recommended Citation
Woodson, Ashley
(2013)
"The Knowledge of Good and Evil: Black Students’ Church-Based Funds of Knowledge Concerning School Discipline,"
Journal of Educational Controversy: Vol. 7:
No.
1, Article 8.
Available at:
https://cedar.wwu.edu/jec/vol7/iss1/8
Subjects - Topical (LCSH)
African American students--United States; School discipline--United States; Educational equalization--United; Church work with African American youth--United States; Church and social problems--United States; African American churches--United States
Geographic Coverage
United States
Language
English
Format
application/pdf
Type
Text