We know far less about the unintended social-psychological consequences of out-of-school suspensions on students than we do of the academic, behavioral, and civic consequences. Drawing on theories of socialization and deviance, I explore how suspension events influence students’ emotional engagement in school through changes in their attitudes. Using longitudinal middle school survey data connected to individual student administrative records, I find that students who receive out-of-school suspensions are psychologically vulnerable prior to their removal from school. Accounting for demographic characteristics of students, prior year disciplinary involvement, and students’ beginning-of-year attitudes, I find suspensions might further harm students by negatively changing their academic identities and perceptions of adults in school. A series of robustness checks add nuance and strengthen the claims I infer from the main analyses. I close by discussing how the engagement-related consequences of suspension inform social theory and educational policy.

中文翻译：

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悬浮态度：学校的排斥和情感脱离

我们对校外停学对学生的意外社会心理后果的了解远远少于对学术，行为和公民后果的了解。利用社会化和偏差的理论，我探讨了停课事件如何通过改变态度来影响学生在学校的情感投入。通过使用与个别学生行政记录相关的纵向中学调查数据，我发现接受校外停学的学生在被驱逐出校之前在心理上很脆弱。考虑到学生的人口统计学特征，上一年的纪律参与程度以及学生对年初的态度，我发现停课可能会对学生的学历和对成年人的看法产生负面影响，从而进一步伤害学生。一系列健壮性检查增加了细微差别，并加强了我从主要分析中得出的结论。在结束时，我讨论了与停职有关的与参与相关的后果如何影响社会理论和教育政策。