I Want To Learn But They Won’t Let Me: Exploring the Impact of School Discipline on Academic Achievement
Author ORCID Identifier
Shondra Clay:https://orcid.org/0000-0002-8607-9463
Paul Priester:https://orcid.org/0000-0002-0969-2440
Publication Title
Urban Education
ISSN
00420859
Document Type
Article
Abstract
Using Critical Race Theory (CRT) as a guiding conceptual framework, this qualitative study examines black students’ and parents’ perceptions of school discipline and its impact on academic achievement. The findings support the notion that out-of-school suspension has a negative impact on the academic achievement of African American students and suggest that this phenomenon emerges through a multifaceted process that includes (a) missing assignments and having trouble catching up, (b) missing vital instruction throughout the disciplinary period, and (c) educator resistance to providing makeup work to students who receive out-of-school suspensions. This study also provides some practical recommendations for school leaders.
Publication Date
1-1-2020
DOI
10.1177/0042085920968629
Keywords
academic achievement, African American students, school suspension, urban education, urban education
Recommended Citation
Bell, Charles and Puckett, Tiffany, "I Want To Learn But They Won’t Let Me: Exploring the Impact of School Discipline on Academic Achievement" (2020). NIU Bibliography. 577.
https://huskiecommons.lib.niu.edu/niubib/577
Department
Department of Leadership, Educational Psychology, and Foundations (LEPF)
