36th Annual Student Research Conference
The Impact of Graduate School Preparation in Education on School Disciplinary Infractions for Minority Students
Serena Taylor
Dr. Heather Cianciola, Faculty Mentor
School disciplinary infractions are often imposed upon students to correct their behavior but may cause more harm than good, especially because zero-tolerance policies disproportionately affect minority students’ involvement in the school-to-prison pipeline (Stanford & Muhammad, 2018). In particular, educators can ostracize minority students from the education system due to disciplinary infractions for less serious offenses such as truancy, disobedience, and disruptive behavior (Monahan et al., 2014). Previous studies have demonstrated the negative impacts caused by disciplinary infractions on minority students imposed by educators who lack social-emotional competence (Coggshall et al., 2013) and cultural competency (Kondor et al., 2019; Stanford & Muhammad, 2018). To better understand the impact of educators’ roles in the school-to-prison pipeline, this study will examine the role of cultural competency training for Education graduate students who are preparing to become K-12 teachers.
Keywords: justice systems, education, school-to-prison pipeline, teacher training, cultural competency, K-12
Topic(s):Justice Systems
Sociology
Education
Presentation Type: Oral Presentation
Session: 203-4
Location: SUB Georgian Room B
Time: 11:00