Seeking Direct Accountability for Disproportionate Discipline and Dis/ability Classification
Accountability for racially disproportionate discipline and dis/ability classification has conventionally spotlighted the disparate impact on students. Typically, findings such as “x% of African American students were suspended” or “y% of Latinx students were misidentified as having learning dis/abi...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2023-10-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/23328584231206166 |
| _version_ | 1797646792170405888 |
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| author | Joshua Bornstein Hilary Lustick LaChan V. Hannon Lauren Shallish Nathern Okilwa |
| author_facet | Joshua Bornstein Hilary Lustick LaChan V. Hannon Lauren Shallish Nathern Okilwa |
| author_sort | Joshua Bornstein |
| collection | DOAJ |
| description | Accountability for racially disproportionate discipline and dis/ability classification has conventionally spotlighted the disparate impact on students. Typically, findings such as “x% of African American students were suspended” or “y% of Latinx students were misidentified as having learning dis/abilities” reinforce this pattern. Our qualitative study sought the outlines of a different framing that locates accountability in practices, policies, and patterns of adult actors that produce those unjust outcomes. Practitioners, policy makers, researchers, and activists participated in this interview study by giving their perspectives on that reframing. Although their analyses fell short of directly holding the educational system accountable, they did highlight reforms such as increasing student agency in discipline and classification processes, expanding those processes to include a holistic analysis of students’ lives, and acknowledging that current accountability measures evade and obscure structural racism in discipline and dis/ability classification. |
| first_indexed | 2024-03-11T15:06:57Z |
| format | Article |
| id | doaj.art-8ca07661488141b581267d173ce7b0e9 |
| institution | Directory Open Access Journal |
| issn | 2332-8584 |
| language | English |
| last_indexed | 2024-03-11T15:06:57Z |
| publishDate | 2023-10-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj.art-8ca07661488141b581267d173ce7b0e92023-10-30T05:03:19ZengSAGE PublishingAERA Open2332-85842023-10-01910.1177/23328584231206166Seeking Direct Accountability for Disproportionate Discipline and Dis/ability ClassificationJoshua BornsteinHilary LustickLaChan V. HannonLauren ShallishNathern OkilwaAccountability for racially disproportionate discipline and dis/ability classification has conventionally spotlighted the disparate impact on students. Typically, findings such as “x% of African American students were suspended” or “y% of Latinx students were misidentified as having learning dis/abilities” reinforce this pattern. Our qualitative study sought the outlines of a different framing that locates accountability in practices, policies, and patterns of adult actors that produce those unjust outcomes. Practitioners, policy makers, researchers, and activists participated in this interview study by giving their perspectives on that reframing. Although their analyses fell short of directly holding the educational system accountable, they did highlight reforms such as increasing student agency in discipline and classification processes, expanding those processes to include a holistic analysis of students’ lives, and acknowledging that current accountability measures evade and obscure structural racism in discipline and dis/ability classification.https://doi.org/10.1177/23328584231206166 |
| spellingShingle | Joshua Bornstein Hilary Lustick LaChan V. Hannon Lauren Shallish Nathern Okilwa Seeking Direct Accountability for Disproportionate Discipline and Dis/ability Classification AERA Open |
| title | Seeking Direct Accountability for Disproportionate Discipline and Dis/ability Classification |
| title_full | Seeking Direct Accountability for Disproportionate Discipline and Dis/ability Classification |
| title_fullStr | Seeking Direct Accountability for Disproportionate Discipline and Dis/ability Classification |
| title_full_unstemmed | Seeking Direct Accountability for Disproportionate Discipline and Dis/ability Classification |
| title_short | Seeking Direct Accountability for Disproportionate Discipline and Dis/ability Classification |
| title_sort | seeking direct accountability for disproportionate discipline and dis ability classification |
| url | https://doi.org/10.1177/23328584231206166 |
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