scholarly journals Restorative Justice and the School-to-Prison Pipeline: A Review of Existing Literature

2021 ◽  
Vol 11 (4) ◽  
pp. 159
Author(s):  
Hani Morgan
Keyword(s):  
Black Students ◽  
Restorative Justice ◽  
School Personnel ◽  
Review Article ◽  
Contributing Factors ◽  
School To Prison Pipeline ◽  
School Suspensions ◽  
High Concentrations ◽  
Restorative Discipline ◽  
Discipline Programs

Black students experience out-of-school suspensions at a higher rate than other students. The higher rate at which these students are suspended is believed to contribute to a school-to-prison pipeline. This review article is designed to enhance the understanding of this problem by focusing on the factors that play a part in the school-to-prison pipeline. A purposeful sample of recently published literature by some of the leading scholars in this area was selected for analysis. Some studies indicate that school personnel may be biased in the ways they respond to Black students. The lack of teacher preparation and support has been documented to be one of the contributing factors as well. Researchers have also referred to the differences between urban schools and other schools with high concentrations of Black students, arguing that these schools implement more punitive approaches to discipline. This review article enhances the understanding of a possible way to deal with this problem by including content about how implementing effective restorative discipline programs may alleviate the school-to-prison pipeline.

Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice

2021 ◽  
pp. 000283122110626
Author(s):  
Miles Davison ◽  
Andrew M. Penner ◽  
Emily K. Penner
Keyword(s):  
Public Schools ◽  
Black Students ◽  
Restorative Justice ◽  
School Discipline ◽  
Student Discipline ◽  
Exclusionary Discipline ◽  
Difference In Difference ◽  
Racial Equity ◽  
Racial Disproportionality ◽  
Suspension Rates

A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices.

Black Students in Handcuffs: Addressing Racial Disproportionality in School Discipline for Students with Dis/abilities

2018 ◽  
Vol 120 (13) ◽  
pp. 1-24
Author(s):  
Dorothy E. Hines ◽  
Robb King ◽  
Donna Y. Ford
Keyword(s):  
Civil Rights ◽  
Black Students ◽  
Black Males ◽  
Geographic Area ◽  
Black Girls ◽  
Black Boys ◽  
School Suspension ◽  
Black Females ◽  
School Suspensions ◽  
Out Of School

Although there are federal protections for students with dis/abilities under the Individuals with Disabilities Education Act (IDEA) 1975, Black students with and without dis/abilities continue to be suspended and expelled at rates that exceed their peers. Still, there is limited research on how Black girls and Black boys are disciplined across suspension types, and based on their identification for special education services. The purpose of this article is to examine the overrepresentation of Black girls and Black boys with and without dis/abilities and to determine, using a quantifiable percentage, how the overrepresentation of Black students for in-school and out-of-school suspension can be eradicated. We use data from the U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection 2011–2012 to examine equity (justice and fairness) in disciplinary referrals using state-by-state and regional data. Using an equity formula, we analyzed national data to determine the magnitude of Black females’ and Black males’ overrepresentation in in-school and out-of-school suspensions for students with and without dis/abilities. This study indicates that Black females with dis/abilities had the highest rate of overrepresentation in the Midwest in in-school and out-of-school suspension. In comparison, Black males experienced a greater representation in in-school suspension. Regardless of geographic area Black girls and Black boys are continuously being overrepresented in disciplinary punishments. To end the over-representation of Black girls and Black boys in in-school and out-of-school suspensions, schools and policy makers must collaborate with communities of color, eliminate teacher implicit and explicit racial biases, and discontinue racially punitive school policies.

An Armageddon of Righteousness

2021 ◽  
pp. 167-202
Author(s):  
Zoë Burkholder
Keyword(s):  
Public Schools ◽  
Black Students ◽  
Restorative Justice ◽  
Strong Support ◽  
School Integration ◽  
Racially Diverse ◽  
Qualified Teachers ◽  
Inclusive Schools ◽  
School Financing ◽  
The City

Chapter 5 documents a new and transformative vision of school integration that blended Black nationalist ideals of self-determination with the goal of racially diverse and inclusive schools. Black educational activists maintained that for all of its challenges, integration was the single most effective way to guarantee equal school financing, qualified teachers, advanced courses, and adequate facilities for Black students. This chapter considers two districts where Black educational activists successfully fought for and won integrated schools: the suburban town of Montclair, New Jersey, and the city of Hartford, Connecticut. It also locates strong support for separatism in the form of Afrocentric public schools, which became popular again in the early 1990s. The struggle for northern school integration remains in flux and unresolved—but many Black educational activists continue to advocate for schools that are racially diverse and committed to nurturing and affirming Black identities in institutions with explicit restorative justice frameworks.

The role of race in the Out-of-school suspensions of black students: The perspectives of students with suspensions, their parents and educators

2014 ◽  
Vol 47 ◽  
pp. 274-282 ◽  
Author(s):  
Priscilla A. Gibson ◽  
Robert Wilson ◽  
Wendy Haight ◽  
Misa Kayama ◽  
Jane M. Marshall
Keyword(s):  
Black Students ◽  
School Suspensions ◽  
Out Of School

scholarly journals Diagnosis and medical treatment of otitis externa in the dog and cat : review article

2002 ◽  
Vol 73 (4) ◽  
Author(s):  
L.S. Jacobson
Keyword(s):  
Otitis Externa ◽  
Foreign Bodies ◽  
Topical Therapy ◽  
Review Article ◽  
Ear Canal ◽  
Contributing Factors ◽  
Dermatological Disease ◽  
Client Education ◽  
Culture And Sensitivity

Otitis externa is no longer viewed as an isolated disease of the ear canal, but is a syndrome that is often a reflection of underlying dermatological disease. Causes are classified as predisposing (increase the risk of otitis) ; primary (directly induce otitis), secondary (contribute to otitis only in an abnormal ear or in conjunction with predisposing factors) and perpetuating (result from inflammation and pathology in ear, prevent resolution of otitis). Common primary causes include foreign bodies, hypersensitivity (particularly atopy and food allergy), keratinisation disorders (most commonly primary idiopathic seborrhoea and hypothyroidism) and earmites, particularly in cats. A systematic diagnostic procedure is required to identify causes and contributing factors. This should include history, clinical examination, otoscopy and cytology in all cases and culture and sensitivity as well as otitis media assessment and biopsy in severe and recurrent cases. Ancillary tests may be required depending on the underlying cause. Treatment consists of identifying and addressing predisposing and primary factors ; cleaning the ear canal ; topical therapy ; systemic therapy where necessary ; client education ; follow-up ; and preventive and maintenance therapy as required.

scholarly journals The Role of Enterococcus faecium as a Key Producer and Fermentation Condition as an Influencing Factor in Tyramine Accumulation in Cheonggukjang

Foods ◽  
2020 ◽  
Vol 9 (7) ◽  
pp. 915 ◽  
Author(s):  
Young Kyoung Park ◽  
Young Hun Jin ◽  
Jun-Hee Lee ◽  
Bo Young Byun ◽  
Junsu Lee ◽  
...  
Keyword(s):  
Enterococcus Faecium ◽  
Influencing Factor ◽  
Contributing Factors ◽  
Fermentation Temperature ◽  
Soybean Paste ◽  
Safety Risks ◽  
Enterococcus Spp ◽  
Rrna Sequencing ◽  
High Concentrations

The study evaluated the role of Enterococcus faecium in tyramine production and its response to fermentation temperature in a traditional Korean fermented soybean paste, Cheonggukjang. Tyramine content was detected in retail Cheonggukjang products at high concentrations exceeding the recommended limit up to a factor of 14. All retail Cheonggukjang products contained Enterococcus spp. at concentrations of at least 6 Log CFU/g. Upon isolation of Enterococcus strains, approximately 93% (157 strains) produced tyramine at over 100 µg/mL. The strains that produced the highest concentrations of tyramine (301.14–315.29 μg/mL) were identified as E. faecium through 16S rRNA sequencing. The results indicate that E. faecium is one of the major contributing factors to high tyramine content in Cheonggukjang. During fermentation, tyramine content in Cheonggukjang groups co-inoculated with E. faecium strains was highest at 45 °C, followed by 37 °C and 25 °C. The tyramine content of most Cheonggukjang groups continually increased as fermentation progressed, except groups fermented at 25 °C. At 45 °C, the tyramine content occasionally exceeded the recommended limit within 3 days of fermentation. The results suggest that lowering fermentation temperature and shortening duration may reduce the tyramine content of Cheonggukjang, thereby reducing the safety risks that may arise when consuming food with high tyramine concentrations.

scholarly journals Ketosis an Old Story Under a New Approach

Dairy ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 42-60
Author(s):  
Guanshi Zhang ◽  
Burim N. Ametaj
Keyword(s):  
Dairy Cows ◽  
World Wide ◽  
Ketone Bodies ◽  
Review Article ◽  
Dairy Herds ◽  
Diagnostic Biomarkers ◽  
New Approach ◽  
Diagnostic Approaches ◽  
High Concentrations

Ketosis, characterized by high concentrations of ketone bodies in the blood, urine, and milk, affects a considerable number of cows immediately after calving. Although much is known about ketosis, dairy cows continue to be affected in every herd world-wide. Cows affected by ketosis are treated with palliative treatments after the disease is diagnosed. This is a very expensive approach and costs the dairy industry extra expenses, contributing to lower profitability of dairy herds. In this review article, we summarize the mainstream view on ketosis, classification of ketosis into three types, current diagnostic approaches to ketosis, and the economic impact of ketosis on dairy farms. Additionally, we discuss the most recent applications of the new ‘omics’ science of metabolomics in studying the etiopathology of ketosis as well as its contribution in identification of novel screening or diagnostic biomarkers of ketosis.

scholarly journals The Implementation of Bill 212 in Ontario Schools: Implications for Black Students

INYI Journal ◽  
2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Hellen Gateri ◽  
Donna Richards
Keyword(s):  
Secondary School ◽  
Black Students ◽  
Restorative Justice ◽  
Secondary Students ◽  
Educational System ◽  
School System ◽  
School Safety ◽  
Safe Schools ◽  
Alternative Practices ◽  
The Way

In February 2008, Bill 212 (Progressive Discipline and School Safety) replaced Bill 81, the Safe Schools Act of June 2000 with regards to the behaviour, discipline, and safety of students. However, since Bill 212 has been in effect, suspensions and expulsions have been unfairly implemented against Black secondary students. Using anti-Black racism (ABR) framework, this commentary paper explores the effects of sections 306–311 of the Bill on Black students within Ontario's secondary school system. Based on this exploration, we will critically examine the way suspensions and expulsions have been employed through Bill 212 and the consequences of these disciplinary measures for Black students. We recommend alternative practices such as restorative justice and the integration of ABR framework to address students’ inappropriate behaviours in the educational system.

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