| Title: |
Suspended Attitudes: Exclusion and Emotional Disengagement from School |
| Language: |
English |
| Authors: |
Pyne, Jaymes |
| Source: |
Sociology of Education. Jan 2019 92(1):59-82. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2019 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A110136; R305C050055 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Middle Schools; Secondary Education; Junior High Schools |
| Descriptors: |
Student Attitudes; Suspension; Emotional Response; Learner Engagement; Attitude Change; Middle School Students; At Risk Students; Student Characteristics; Discipline; Labeling (of Persons); Urban Schools; Racial Differences; Ethnicity; Identification (Psychology); Limited English Speaking; Disabilities; Low Income Students; Gender Differences |
| DOI: |
10.1177/0038040718816684 |
| ISSN: |
0038-0407 |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2019 |
| Accession Number: |
EJ1202298 |
| Database: |
ERIC |