• Corpus ID: 41147757

Study of Minority Over-Representation in the Texas Juvenile Justice System Final Report October 2005

  title={Study of Minority Over-Representation in the Texas Juvenile Justice System Final Report October 2005},
  author={Darlene Gouge},

How to help me get out of a gang: youth recommendations to family, school, community, and law enforcement systems

Research on juvenile gangs has focused predominantly on why adolescents are members of gangs rather than on how youths desist from gang involvement. Participants were recruited from a camp facility

Reframing the Problem: New Institutionalism and Exclusionary Discipline in Schools

Exclusionary discipline refers to any disciplinary action that removes a student from the typical classroom setting (i.e., in­ school suspension, out­of­school suspension, expulsion). Such practices

Meeting the Disproportionate Minority Contact (DMC) Mandate: Lessons from State Assessments of Minority Overrepresentation and Racial/Ethnic Disparities in Juvenile Justice Systems

ABSTRACT Effective as of October 2019, the Disproportionate Minority Contact (DMC) Mandate requires states to address racial/ethnic disparities in their juvenile justice systems without reference to

Secondary Discipline: The Unintended Consequences of Zero Tolerance School Discipline for Low-Income Black and Latina Mothers

Utilizing ethnographic data from a public Grade 6 to 12 Disciplinary Alternative Education Program (DAEP) in Texas, this article examines the frequently overlooked impact of zero tolerance school

Called into crucible: Vocation and moral injury in U.S. public school teachers

ABSTRACT This is an exploration of the psycho-spiritual concept of moral injury (MI) in public school settings. Many teachers enter their profession responding to a sense of call to do good and yet

Examining the Use of Police in Schools: How Roles may Impact Responses to Student Misconduct

Prior research has suggested that the use of police in schools has resulted in negative outcomes for students; however, this line of research has failed to consider other factors that may influence

The ASCA Model and a Multi-Tiered System of Supports: A Framework to Support Students of Color with Problem Behavior.

Educational disparities are well documented for students of color in the United States (Delpit, 2006; Ford & Moore, 2013; U.S. Department of Education [USDOE], 2014). Today's students of color are