Description
School discipline is a leading cause of inequities in educational opportunities and contributes to the achievement gap. To understand where these disparities originate and what can be done to ensure students have an equal education, further study must be done. It is crucial for schools and educators to adjust their discipline policies in order to promote social change and support the learning of all students.
Approaching Disparities in School Discipline: Theory, Research, Practice, and Social Change considers theory, research, methods, results, and discussions about social change and describes the school discipline quandary by presenting numerous frameworks for understanding disparities in school discipline. Covering a range of topics such as cultural bias, education reform, and school suspensions, this reference work is ideal for academicians, researchers, scholars, practitioners, instructors, and students.
Author's/Editor's Biography
Anthony Adams (Ed.)
Anthony Adams is a professor of sociology and chair of the Department of Sociology & Criminal Justice at Clark Atlanta University. He is also the former director of the Atwood Institute for Race, Education, and the Democratic Ideal at Kentucky State University in Frankfort, KY. Adams earned a doctorate (1990) and M.A. (1987) from the University of Michigan, Ann Arbor, Michigan. He earned a BS degree (1983) in criminal justice and criminology from Eastern Michigan University, Ypsilanti, MI. Adams’ research interests have centered on secondary-level school violence, school discipline, and the medicalization of school discipline. He has published peer-reviewed articles in international, domestic, and regional journals. Adams’ other research areas include service-learning education (middle/secondary/post-secondary level), and food deserts. More, his research has been funded by Michigan Campus Compact, the Office of Educational Research and Improvement, US Department of Education, the Bentley, and numerous fellowship and travel awards.