Deep Punishment and Internal Colony: A Critical Analysis of In-School Suspension Rooms Inside Two Racially “Integrated” Middle Schools

2022 ◽  
Author(s):  
Kathryn E. Wiley ◽  
Cierra Townsend ◽  
Miguel Trujillo ◽  
Yolanda Anyon
2018 ◽  
Vol 33 (2) ◽  
pp. 191-199 ◽  
Author(s):  
Blaire Cholewa ◽  
Michael F. Hull ◽  
Catherine R. Babcock ◽  
Alexandre D. Smith

2021 ◽  
Vol 2 (12) ◽  
pp. 37-51
Author(s):  
Daren Schuettpelz ◽  

Is there an appropriate way for those in power to blow off steam? Are teachers ever allowed to speak in a derogatory manner about students? In this work of philosophical short story fiction, Ethan is an intelligent loner high school Junior. His sister has gone off to the Air Force, and his mother recently died while driving drunk. One day he is approached by two of the popular girls in school who offer him $100 to hack into the school computer system and rig the Cotillion Queen voting results. He agrees, steals a teacher’s password, and logs into the teacher intranet to change the election results. While in the system he finds various “teacher only” discussion threads. In the threads, teaches talk candidly about which students they like and dislike. They also crack jokes about students, and generally say off-color remarks, including a few about Ethan. Ethan screen captures the conversations and emails them to the school and parents. Consequently, he is serving the remainder of the school year in In-School-Suspension.


1998 ◽  
Vol 30 (1) ◽  
pp. 40-44 ◽  
Author(s):  
Hunter Downing ◽  
Richard Keaster

2000 ◽  
Vol 25 (3) ◽  
pp. 183-195 ◽  
Author(s):  
Renee Hartman ◽  
Scott A. Stage

We analyzed the social information processing of 26 students with behavioral disorders following assignment to in-school suspension. Student responses to the question “What led to your being sent to in-school suspension?” were coded for attributions of hostile intent and for reactive aggression. In addition, student responses to the question “What can you do to solve this problem?” were coded for the number of relevant solutions, irrelevant solutions, and absence of solutions. Using weighted multiple regression, results showed that the interaction between students' perceived hostile intent of teachers and reactive aggression predicted the number of assignments to in-school suspension. In addition, the number of relevant solutions predicted the number of assignments to in-school suspension. These findings suggest that assignment to in-school suspension occurred when students reacted aggressively because they perceived that the teacher deliberately provoked them. The positive regression coefficient between the number of relevant behavioral alternatives and assignment to in-school suspension indicates that these students were able to generate solutions that would have prevented their referral to in-school suspension. We discuss these findings in conjunction with the literature on social information processing interventions and functional behavioral assessment.


1987 ◽  
Vol 71 (500) ◽  
pp. 122-129 ◽  
Author(s):  
Joanne S. Johnston

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