Racial and Gender Differences in School Discipline among U.S. High School Students - Essay Example

ANNOTATED BIBLIOGRAPHY Name Tutor Course Institution Date Annotated Bibliography Introduction Every year, media reports and national surveys reveal that a growing number of students in schools are suffering from depression, which in some instances leads to poor performance and even tragic suicides. It has been established that the depression in such students is caused by the lack of an inclusive ethnic and social environment in school most schools. For example, some studies show that African American are most likely to receive harsh punishments compared to their white counterparts for same disobedience acts, as such, they are suspended at a higher rate and the miss more learning opportunities and school days. This is likely to cause depression in such students affecting their performance at school. That said, this paper will examine 5 scholarly articles and provide a concise annotated biography about ethnicity and social integration as predictors of depressive symptoms among national and international students. Wallace, J. M., Jr., Goodkind, S., Wallace, C., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 1991-2005. Negro Educational Review, 59, 47-62. With the use of data derived from the Nation University of Michigan Monitoring for the future study, the study showed that both severe and minor disciplinary practices are used, but they are distributed unequally in schools in the United States. The researcher realized that Latino, blacks, and Native American students were the most likely to get out of school suspensions despite the fact that the differences among students who were committing offenses probably lead to violations of zero tolerance policy such as weapons drugs and alcohol even after control of social demographic differences. This paper is scholarly as it is peer reviewed and has references at the end. The source is credible because it is derived from the academic journal and it was published 4 years ago. The depression is caused by factors such as bullying as a result of racial, ethnic prejudice, withdrawal from other students, bad relationship wth the parents. It is clear that suicide is among the leading cause of deaths in students, most of whom used to deal with depression. The source is critical for the research, as it will help in comparing suicide and depression between different schools and what interventions can be adopted in reducing the rates of depression. Bradshaw, C. P., Mitchell, M. M., O'Brennan, L. M., & Leaf, P. J. (2010). Multilevel explorations of factors contributing to the overrepresentation of black students in office discipline referrals. Journal of Educational Psychology, 102(2), 508-520. The study analyzed 6,988 kids in 381 classrooms at 21 elementary schools who participated in the randomized trial of the SWPBIS School Wide positive Behavioral Interventions in identifying factors at classroom and school, which can contribute to the overrepresentation of the black students in the office disciplinary referrals. The analysis shows that African American students were more likely to receive disciplinary referrals even after controlling for behavior problems that arise as a result of teacher ethnicity. The results revealed that ethnic/ racial match between teachers and students did not reduce referral is among the African American students. This source is a credible one. It is derived from an academic journal, and it was published in 2012. The article is peer reviewed and has references, which shows that it is a scholarly work. The author has expressed concern about the need for the need for intervention programs that should be used in enhancing the welfare of all children in schools by reducing depression. As such, this study is important as it helps us to know some of the factors (racial or ethnic exhibited b teachers and other students) which affect the emotional and social wellbeing of the students in schools. This, in turn, leads to depression that will severely reduce the performance of the affected students and in some instances, the student resort to committing suicide. Suldo, S. M., Shaunessy, E., Thalji A., Michalowski, J., & Shaffer, E. (Winter 2009). Sources of stress for students in highschool college preparatory and general education programs: Group differences and associations with adjustment. Adolescence, 44, 925-948. Navigating through puberty while at the same time developing skills of living can render adolescents, in particular, vulnerable to stress that may contribute ultimately to the problems of mental health. Academic transition to high school presents more changes as ten youth need to interact with a lager and new peer group and manage greater expectations of academics. When students are enrolled in the preparatory programs in colleges, like the International Baccalaureate program, the stress amount can be greater than typical amounts. The study did investigate the stressors of environment psychological adjustment of 162 students who participate in the IB program and a sample comparison of 157 students in the general education. The factor analysis showed that student d experience 7 primary stressors that were examined in relation to the adjustment to psychological and academic requirements. On the contrary, the student who was in general program of education showed increased stressors even with relations of parent-child, academic strategies, peer relations, and societal problems and transitions. The comparisons between stressors categories and adjustment of a student by the group curriculum reveal that the students who are in IB program did report more psychopathology symptoms and reduced academic functioning as they were experiencing higher stress levels, in particular, stressor linked with academic requirements, societal problems, transitions, academic strategies, and the extracurricular activities. The applied implications come from findings that suggest that the student in preparatory programs are the most likely to experience the stress that as related to academic demands compared to the ones to typical ones of adolescent and they also manifest worse outcomes when faced with stress. Lucille Packard Foundation for Children’s Health California Department of Education, California Healthy Kids Survey (WestEd). (2011). Retrieved from: http://www.wested.org/chks and http://www.kidsdata.org/data/topic/table/depressiongender.aspx?f=1&loc=88,2&ch=a,a,613 This report entirely relies on data from the survey on California Healthy Children on the depression-related feelings by grade and gender, 200-1008. Even though the survey did not measure the amount of depression, it measured the students (7th, 9th, and 19th grade) from California who reported that in the past one year, they felt so hopeless and sad on a daily basis for two weeks did cease performing their daily activities. The data entails information on race/ethnicity/gender grade and the school, connectedness/ that measures whether a student is treated fairly, feels safe of hay at school. The results show that females were the most likely student to report feelings that re depression related compared to male students and the non-traditional ones the ones who were enrolled in continuation education or community day schools were the most likely to report such feelings. Other findings from the year 2003-2005 period to 2006-2008, the student percentage reporting depression feelings reduced among the non-traditional and 11th-grade students and they slightly increased for the 7th graders. Among the 9th graders, there was no clear trend the highly connected student were least likely to report persistent hopelessness and sadness compared to the ones with reduced levels of connectedness to the schools. Among the ethnic or racial groups, the Asian, white Caucasian American students were the most likely to reveal depression feelings (29 and 30 percent) while the native American and Pacific Islander students were the most likely to report depression feelings that are 37 and 36 percent. Such results are in agreement with those conducted at national levels, and such findings are critical in demonstrating the significance of school connectedness. When dispelling depression feelings of youth and describing the student types that are most easy to experience such feelings so that it is easy to anticipate mental services and provide for them. Osher, D., Coggshall, J., Columbi, G., Woodruff, D., Francois, S., & Osher, T. (2012). Building school and teacher capacity to eliminate the school-to-prison pipeline. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 35(4), 284–295 The authors have examined the factors, which may lead to success if addressed appropriately: poor conditions for earning, racial disparities, failure of building emotional and social capacity in the community organizations, family school disconnection. The authors have provided suggestions for bolstering school capacity and educator to completely eliminate the school-prison pipeline. The paper is concerned with intervention efficacy, which is designed in promoting commitment to education and social inclusion by reducing the heat risks and enhancing the emotional well-being of the students. The teachers should establish inclusive classroom environment to create opportunities for the participation of students in school life to reduce the possibility of students getting depressed. Lastly, the source is credible because it is derived from the academic journal and it was published 4 years ago. The article is peer reviewed and has references, which shows that it is a scholarly work. The relevance of the study is that it will help in identifying the ethnic and social factors in schools that are responsible for increased depression in students in schools—and what measures can be adopted in mitigating them. Read More