Poster Title
Johanna Dezil, Michael Gsell, Caleb Flack, Chris Whipple, Leonard Jason, W. LaVome Robinson
Faculty Sponsor, if applicable
W. LaVome Robinson
Project Abstract
African American youth are often criminalized in the spaces they inhabit and this is a particularly common experience in schools (Monroe, 2005). Because schools are a reflection of the socio-political context of the world around them, racial bias and discrimination infiltrate the educational environment (Lewis et al., 2010). Therefore, punishment for African American students rarely offers restorative options and instead employs the use of more punitive alternatives, such as suspension and expulsion (Triplett et al., 2014). Among African American youth, punitive measures are associated with negative academic outcomes (Welch et al., 2010), which can lead to disidentification with school (Griffin, 2002). This poster will explore the lasting effects of school discipline practices on the well-being of African American youth and will also highlight strategies that can create more equitable and effective policies, such as cultural competence training for staff (Triplett et al., 2014). Additionally, this poster will discuss recommendations for future research, including reforms to disciplinary policies and practices (Darensbourg et al., 2010) and further exploration of student outcomes due to suspension.
Type of Research
Community Concentration, Undergraduate Student - Independent Study
Preview
Presentation Year
May 2018