Wang Ming-Te, Scanlon Christina L, Del Toro Juan
Learning Research & Development Center, Department of Psychology, School of Education, University of Pittsburgh.
Learning Research & Development Center, University of Pittsburgh.
Am Psychol. 2023 Jan;78(1):20-35. doi: 10.1037/amp0001030. Epub 2022 Sep 29.
The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline-especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions-is a known threat to suspended students' academic achievement, but few have examined whether and how these suspensions may vicariously affect nonsuspended classmates' academic achievement. This article uses a two-study approach to examine the mechanisms linking suspensions for minor infractions and educational outcomes in science (-student = 558; -classroom = 41; = 12.83; age range = 10-16; 40% Black, 55% White, 5% other race; 51% girls; 62% eligible for free/reduced-priced lunch) and math (-student = 1,302; -classroom = 64; = 13.00; age range = 10-16; 41% Black, 53% White, 6% other race; 50% girls; 64% eligible for free/reduced-priced lunch) classrooms among both suspended and nonsuspended students. Results showed that students who received a suspension for a minor infraction were more likely to have poorer academic achievement in both studies. In classrooms where suspensions for minor infractions were used more frequently, students had lower academic achievement, with student engagement partially mediating this relation. These results add to a growing body of school discipline literature that advocates for replacing exclusionary discipline with more developmentally responsive policies and practices. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
排除性纪律处分的预期目的是通过将扰乱课堂的学生清除出去来改善学习环境；然而，新出现的证据表明，这些做法可能会产生相反的效果。排除性纪律处分——尤其是那些将停学作为对轻微的、符合发育阶段规范的行为违规的惩罚的政策——是对被停学学生学业成绩的一个已知威胁，但很少有人研究这些停学措施是否以及如何可能间接影响未被停学同学的学业成绩。本文采用两项研究的方法，来探究将因轻微违规而停学与科学课（学生 = 558名；班级 = 41个；平均年龄 = 12.83岁；年龄范围 = 10 - 16岁；40%为黑人，55%为白人，5%为其他种族；51%为女生；62%符合享受免费/减价午餐条件）和数学课（学生 = 1302名；班级 = 64个；平均年龄 = 13.00岁；年龄范围 = 10 - 16岁；41%为黑人，53%为白人，6%为其他种族；50%为女生；64%符合享受免费/减价午餐条件）课堂上被停学和未被停学的学生的教育成果联系起来的机制。结果显示，在两项研究中，因轻微违规而被停学的学生更有可能学业成绩较差。在更频繁使用因轻微违规而停学措施的课堂上，学生的学业成绩较低，学生参与度在一定程度上调节了这种关系。这些结果进一步丰富了学校纪律处分方面的文献，这些文献主张用更具发展适应性的政策和做法来取代排除性纪律处分。（PsycInfo数据库记录 (c) 2023美国心理学会，保留所有权利）
