Systematically Addressing Discipline Disproportionality through the Application of a School-Wide Framework

Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: [email protected]; Web site: http://ddelcec.org/Publications.php

Y

15

Discipline; Disproportionate Representation; Student Diversity; Cultural Differences; Behavior Modification; Positive Reinforcement; Evidence; Student Behavior; Advantaged; Culturally Relevant Education; Elementary School Students; Elementary School Teachers; Secondary School Students; Secondary School Teachers; School Policy

10.5555/muvo.14.1.jl626n21408t4846

1547-1888

The disproportionate representation of culturally and linguistically diverse students in exclusionary discipline practices is a well-documented practice in education. This paper synthesizes current literature that points to a cultural incongruence between students and teachers as an underlying mechanism for disparity in school practices involving the application of disciplinary strategies. Culturally responsive School-Wide Positive Behavior Interventions and Support (SW-PBIS) is explored as a potential approach for reducing the discrepancy in application of disciplinary policies and practices. Prominent suggestions from literature in culturally responsive pedagogy and behavior management are described through the systems framework of SW-PBIS.

As Provided

91

2014

EJ1034647