Abstract

While suspension continues to be a common response to student misbehavior in schools, evidence mounts for its ineffective and counterproductive results. Moreover, as the use of suspension increases, there is a tendency for it to be disproportionately applied to students of color and those with disabilities. Realizing that not all students are equally at-risk for suspension, the role of implicit bias in schools is a necessary consideration for all. The purpose of this paper is to consider the teacher’s role in minimizing the need for suspension by creating student success in the classroom and to present a conceptual framework for both the problem and a potential solution.

摘要

虽然停学仍然是对学生在学校不当行为的常见反应，但越来越多的证据表明其无效且适得其反。此外，随着暂停使用的增加，它有一种不成比例地应用于有色人种学生和残疾学生的趋势。意识到并非所有学生都面临同样的停学风险，隐性偏见在学校中的作用对所有人来说都是必要的考虑因素。本文的目的是考虑教师在通过创造学生在课堂上的成功来最小化停学需要方面的作用，并为问题和潜在的解决方案提出一个概念框架。