School of Social Work, University of Minnesota, St. Paul, MN 55108, USA.
Soc Work. 2013 Jul;58(3):263-72. doi: 10.1093/sw/swt017.
In this qualitative study, the authors examined the culturally nuanced meanings of out-of-school suspensions for 30 lower income caregivers of African American children suspended from school. Caregivers were invited to describe their experiences of their children's suspensions during in-depth, individual, audiotaped interviews. Caregivers generally valued their children's school success, recognized when their children had misbehaved, and supported educators' imposition of appropriate consequences. Out-of-school suspensions, however, were rarely viewed as appropriate consequences. On the contrary, caregivers produced emotionally laden moral narratives that generally characterized their children's suspensions as unjust; harmful to children; negligent in helping children with underlying problems such as bullying; undermining parents' racial socialization; and, in general, racially problematic. Suspensions also contributed to some families' withdrawal from participation in their schools. Understanding how caregivers experience children's out-of-school suspensions provides important clues to how families and schools can work together to effectively reduce racial disparities in out-of-school suspensions.
在这项定性研究中，作者研究了 30 名来自低收入家庭的非裔美国儿童的照顾者对孩子被学校停学的文化细微含义。研究邀请了这些照顾者在深入的、单独的、录音采访中描述他们孩子被停学的经历。照顾者普遍重视孩子的学业成功，当孩子表现不佳时，他们能够认识到，并支持教育者实施适当的后果。然而，校外停学很少被视为适当的后果。相反，照顾者产生了情感丰富的道德叙事，通常将孩子的停学描述为不公正的；对孩子有害的；在帮助孩子解决欺凌等潜在问题方面疏忽大意；破坏了父母的种族社会化；总的来说，存在种族问题。停学也导致一些家庭退出了他们孩子的学校教育。了解照顾者如何体验孩子的校外停学，为家庭和学校如何共同努力，有效减少校外停学中的种族差异提供了重要线索。
