In the present unjust context of US schools, many educators face uncertainty about the legitimacy of their issuing punishments, especially when their identity meaningfully differs from that of their students. In this article, we address these doubts by acknowledging distinctive elements of schools to provide helpful distinctions and analyses of the legitimacy of punishments within them. Specifically, we interrogate the role that identity categories such as race and gender play in establishing legitimate punishment within schools, with a particular focus on the case of Black girls attending US schools. We offer a taxonomy of legitimate responses to undesired student behavior, arguing that a particular person in their role within a school might lack legitimacy to punish based upon their identity even while other, related yet more nuanced, behavioral responses remain. In this work, we aim to equip educators with tools to better navigate the options available to them and better understand the significance of their actions in response to student behavior.

中文翻译：

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合法关注：关于学校惩罚中身份的复杂性

在美国学校目前不公正的背景下，许多教育工作者面临着对其实施惩罚的合法性的不确定性，尤其是当他们的身份与学生的身份存在显着差异时。在本文中，我们通过承认学校的独特元素来解决这些疑虑，以提供有用的区分和对其中惩罚合法性的分析。具体而言，我们询问了种族和性别等身份类别在学校内建立合法惩罚方面的作用，特别关注在美国学校就读的黑人女孩的案例。我们提供了对不受欢迎的学生行为的合法反应的分类，认为在学校中担任角色的特定人员可能缺乏根据其身份进行惩罚的合法性，即使其他相关但更细微的，行为反应仍然存在。在这项工作中，我们的目标是为教育工作者提供工具，以更好地浏览可供他们选择的选项，并更好地了解他们的行动对学生行为的重要性。