Inequality in School Discipline

Russell J. Skiba is Professor in School Psychology and Director of the Equity Project at Indiana University, USA. He is among the most cited researchers in the nation on racial and ethnic disparities in school discipline. In addition to numerous publications in peer-reviewed journals and book chapters, he has consulted with numerous states and districts on school discipline, school violence, and reducing disparities. Kavitha Mediratta is Chief Strategy Advisor for Equity Initiatives and Human Capital Development at The Atlantic Philanthropies. She is a national leader in reforming zero tolerance school discipline and improving educational systems. In addition to publications on those topics, she has authored numerous publications and book chapters on community organizing and grassroots activism for public education reform.  M. Karega Rausch is Adjunct Faculty member at Indiana University, USA. He has authored or co-authored more than twenty professional publications with an emphasis on racial/ethnic disproportionality in school discipline and special education. He is also a sought after speaker and expert in charter school accountability.

Section I. Discipline Disparities: A Research-to-Practice Collaborative.- Introduction.- Chapter 1 What Do We Know about Discipline Disparities? New and Emerging Research.- Chapter 2 How Educators Can Eradicate Disparities in School Discipline.- Section II. Understanding and Addressing Disparities: What We Are Learning and What We Can Do.- Chapter 3 Sexual Orientation-Based Disparities in School and Juvenile Justice Discipline Practices: Attending to Contributing Factors and Evidence of Bias.- Chapter 4 Does Teacher-Student Racial/Ethnic Congruence Predict Black Students’ Discipline Risk?.- Chapter 5 Reducing Racial Disparities in School Discipline: Structured Decision-making in the Classroom.- Chapter 6 School-wide Positive and Restorative Discipline (SWPRD): Integrating School-wide Positive Behavior Interventions and Supports and Restorative Discipline.- Chapter 7 Ecologies of School Discipline for Queer Youth: What Listening to Queer Youth Teaches Us About Transforming School Discipline.- Chapter 8 The Potential of Restorative Approaches to Discipline for Narrowing Racial and Gender Disparities.- Chapter 9 Intersectional Inquiries with LGBTQ and Gender Nonconforming Youth of Color: Participatory Research on Discipline Disparities at the Race/Sexuality/Gender Nexus.- Chapter 10 Research and Training to Mitigate the Effects of Implicit Stereotypes and Masculinity Threat on Authority Figures’ Interactions with Adolescents and Minorities.- Chapter 11 Discipline Disparities for LGBTQ Youth: Challenges That Perpetuate Disparities and Strategies to Overcome Them.- Chapter 12 From Punitive to Restorative: One School’s Journey to Transform Its Culture and Discipline Practices to Reduce Disparities.- Section III. Conclusions and Implications.- Chapter 13 Eliminating Excessive and Disparate School Discipline: A Review of Research and Policy Reform.- Conclusion Moving Towards Equity in School Discipline.