COMPARATIVE SCHOLARLY WORKS
COMPARATIVE SCHOLARLY WORKS
Central Research Question:
How can discipline referrals of students in the seventh and eighth grades be solved at Hartford
Public Schools?
Title of the first journal article: “Associations between teacher expectations and racial
Disproportionality in discipline referrals”.
Title of the second journal article: "Factors Potentially Influencing Discipline Referral and
Suspensions at an Affiliated Charter High School."
What do these articles have in common?
The comparative analysis explains the causative factors in discipline referrals of America's
K- 12 schools. The writer undertakes efforts to ascertain the similarities of the two peer-review
articles. The main issue discussed by the scholar's discipline referrals, teacher expectations,
administrators' decisions, ethnicity, socioeconomic status, and gender as a likely factor for the
racial discipline gap in K- 12 American schools. The authors compared school districts within
urban, suburban, and rural schools. The elements considered in their research are essential
factors in school leadership skills to assist staff in reducing racial discipline disparity in
schools. To create change in how they make discipline decisions that have affected minority
students over time. It is not within the scope of this study to analyze and evaluate all the
intangible factors academic staff and administration uses in discipline decisions. Instead, to
provide academic staff training on culturally responsive practices to reduce disruptive
behaviors and positive classroom environments. According to Bryant et al. (2020), Santiago-
Rosario et al. (2021) also see that students from diverse racial, socioeconomic backgrounds
experience sustained school failure over time. Bryant et al. (2020) found that school
discipline, school referrals, policies, and practices negatively influence the school climate and
the disproportionality long term adverse outcomes of historically underserved groups of
COMPARATIVE SCHOLARLY WORKS
students.
Additionally, discipline referrals are two or three times higher for minority students at
elementary, middle, and high schools (Santiago-Rosario et al., 2021). It assumed that some
criteria would evolve from these studies, which would aid school leadership in determining the
sorts of behaviors that need a discipline referral. However, the articles may eliminate several
factors and offer significant leads for further study. The data for the studies gathered from
school districts school comprehensive Positive Intervention and Support program (SWPBIS)
by Federal government agencies documented discipline referrals and school discipline. Both
authors' views support a moderation effect for minority students compared to Caucasian
students (Bryant et al., 2021, see also Santiago-Rosario et al., 2020). According to Santiago-
Rosario et al. (2021), social psychology theories to school-wide discipline systems and
discipline decisions as behaviors that depict staff and administration attitudes. Besides,
discipline practices in schools and classrooms have their roots in social learning theory and
behaviorism (Bryant et al., 2020).
Both articles clearly state that despite the media attention and efforts to improve school
discipline practices. There is still a substantial racial discipline gap currently in our urban,
suburban, and rural schools. Therefore, being a minority from a low-socioeconomic household
is a notable factor in prognosticating discipline outcomes in U.S schools (Santiago-Rosario et
al., 2021. Biased stereotypes have been ascribed as a source for differential academic staff
office referrals (Bryant et al., 2020). The material discussed could be interpreted to expand the
statistical concepts and commentary. Possible meaning of the presented facts explained,
resulting in generalization and conclusions. The implication for research and practice required
a more extensive and more representative study measuring the variables at different times
COMPARATIVE SCHOLARLY WORKS
within the academic year to provide a more robust test to differences in discipline disparity
rate.
How are the results of these two articles different?
The articles' findings were closely related to discipline referrals and what needs to be done
for schools to implement culturally relevant disciplinary practices. The writer analyzes the
implications for other research practices and data collection methods to state any differences in
the articles. The article by Santiago- Rosario et al. (2021) explored the racial discipline gap in
K- 12 schools in U. S schools. It clarified how elementary school teachers' expectations of
their student's future outcomes predict racial discipline disproportionality. Multilevel models
and ordinary least squares regression with standardized errors corrected were used to examine
teacher expectations and patterns of office discipline referrals for one year. The results
confirmed that there is a disproportionality outcome for minority students when compared
with white students. There was also a 21% difference in discipline referrals between minority
and white students.
Nonetheless, the findings align with consistent disparities outcomes of minority students,
and there are malleable classroom variables that influence the way teachers handle discipline
referrals. As a result, Santiago-Rosario et al.'s (2021) view creates the need for additional
investigation to empirically confirm the relationship with the racial discipline gap or measure
any implicit bias and teacher expectations. Bryant & Wilson's (2020) focus was on one charter
school in California and ascertaining whether gender, socioeconomic status, and ethnicity had
any relation to discipline disparities.
Bryant & Wilson's methodology correlation explanatory research utilized an extant
database documenting discipline referrals for a year. The sample of enrolled students 54.1%
COMPARATIVE SCHOLARLY WORKS
male and 45.9% female students. Inclusive of Hispanic 57.9%, blacks 7.9%, Asian 8.9%
Filipino 4.7%, and white 20.9%. Their findings are guided by Bandura's social learning theory
and Skinner's behaviorism theory. That states that when school discipline is viewed through
these theories, there are no identifiable differences in behavior patterns. Also, if learners were
discipline equally and systems supported, minority students would not be punished
disproportionately. It is school administrators' responsibility is to provide professional
development training for teachers on culturally responsive practices. However, the study
neglects to address factors contributing to students' discipline referrals making the findings
applicable to this school or school that are similar. When research findings neglect to
incorporate students' perception of school discipline policies, school administrations can not
explore discipline equity in their schools.
How does this information relate to your proposed study? Be specific.
Both articles published by these scholars are relevant to future exposition. This information
is more manageable to address the specific context, location, and culture. Also, to address
disputed aspects of the research problem. Additionally, the insights into findings that were not
anticipated would help to make recommendations for school leaders. To identify needs and
provide effective professional development in cultural competency, implicit bias, trauma-
informed practices, restorative practices tier 2 and 3 behavior identification process, and
interventions for students and crisis prevention interventions. The topic of discipline referrals
is a primary concern for most American schools as the percentage of students who receive
discipline referrals is disproportionate - as indicated by the findings of these articles.
Paste the reference and link to the first article here.
Santiago-Rosario, M. R., Whitcomb, S.A., Pearlman, J., & McIntosh, K.(2021). Associations
between teacher expectations and racial disproportionality in discipline
referrals. Journal of School Psychology, 85, 80-93.
COMPARATIVE SCHOLARLY WORKS
https://doi.org/10.1016/j.jsp.2021.02.004
Paste the reference and link to the second article here.
Bryant, D., & Wilson, A. (2020). Factors potentially influencing discipline referral and
suspensions at an affiliated charter high school. Journal of Educational Research and
Practice, 10, 119–128. https://doi.org/10.5590/JERAP.2020.10.1.08
https://doi.org/10.5590/JERAP.2020.10.1.08
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