School Order, Justice, and Education: Climate, Discipline Practices, and Dropping Out

被引：56

作者：

Peguero, Anthony A. ^{[1
]}

Bracy, Nicole L. ^{[2
]}

机构：

[1] Virginia Tech, Blacksburg, VA 24061 USA

[2] Harder Co Community Res, Los Angeles, CA USA

来源：

JOURNAL OF RESEARCH ON ADOLESCENCE | 2015年 / 25卷 / 03期

关键词：

PROCEDURAL JUSTICE; STUDENT PERCEPTIONS; RISK-FACTORS; DROPOUT; MULTILEVEL; VICTIMIZATION; DELINQUENCY; COLUMBINE; SECURITY; FAIR;

D O I：

10.1111/jora.12138

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

There is a growing body of research that explores how school climate, order, and procedural justice are related to violence within American public schools. What remains in the background, however, is how school climate, order, and justice are related to aspects of education such as dropping out. This study uses multilevel analysis, drawing from the Educational Longitudinal Study of 2002, to examine the effect of school climate, order, and justice on dropping out. Results indicate that, when considering the various dimensions of school climate, order, and justice, a student receiving a formal school sanction remains the strongest factor related to the likelihood of a student dropping out of school. These results underscore the importance of careful design and implementation of school discipline and safety policies.

引用

收藏

页码：412 / 426

页数：15

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