In recent decades, K–12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender, and income disparities in disciplinary outcomes, and the effectiveness of emerging alternatives to exclusionary disciplinary approaches. Our findings indicate that the causes of the disparities are numerous and multifaceted. Although low-income and minority students experience suspensions and expulsions at higher rates than their peers, these differences cannot be solely attributed to socioeconomic status or increased misbehavior. Instead, school and classroom occurrences that result from the policies, practices, and perspectives of teachers and principals appear to play an important role in explaining the disparities. There are conceptual and open empirical questions on whether and how some of the various alternatives are working to counter the discipline disparities.

中文翻译：

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学校纪律困境：对差异和替代方法的全面审查

近几十年来，K-12 学校学科政策和实践越来越受到研究人员、政策制定者和教育工作者的关注。学校纪律的不成比例引发了有关教育公平的严重问题。本研究对现有文献进行了全面审查，这些文献涉及导致纪律结果中种族、性别和收入差距的因素，以及排除性纪律方法的新兴替代方案的有效性。我们的研究结果表明，造成差异的原因是多方面的。尽管低收入和少数民族学生比同龄人遭受停学和开除的几率更高，但这些差异不能完全归因于社会经济地位或不良行为增加。相反，由政策导致的学校和课堂事件，教师和校长的实践以及观点似乎在解释差异方面发挥了重要作用。关于各种替代方案中的一些是否以及如何应对学科差异，存在概念性和开放的实证问题。