ABSTRACT

Research in school discipline suggests that punitive and exclusionary sanctions have adverse effects on students and are disproportionately administered to students of color and low-income students. School-based restorative justice practices have recently gained attention as an alternative disciplinary approach that emphasizes the reparation of harm and reconciliation among students involved in conflict. These non-exclusionary practices have been increasingly considered as strategies to alleviate racial/ethnic disparities in discipline and academic achievement, particularly between Black and Latinx students and their White counterparts. In the current paper, we emphasize the unique potential of RP to achieve educational equity and discuss specific pathways by which RP implementation may lead to more equitable student outcomes, highlighting the importance of reduced reliance on exclusion, improved teacher–student relationships, and improved shame management.

摘要

学校纪律研究表明，惩罚性和排他性制裁对学生产生不利影响，并且不成比例地施用于有色人种学生和低收入学生。以学校为基础的恢复性司法实践最近作为一种替代纪律方法受到关注，该方法强调参与冲突的学生之间的伤害赔偿与和解。这些非排他性的做法越来越被认为是缓解学科和学业成绩的种族/民族差异的策略，尤其是黑人和拉丁裔学生与白人学生之间的差异。在当前的论文中，我们强调了 RP 在实现教育公平方面的独特潜力，并讨论了 RP 实施可能导致更公平的学生成果的具体途径，