Author(s)

Jennifer Ohara

Date Approved

8-6-2015

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Educational Services, Administration, and Higher Education

College

College of Education

First Advisor

Allen, Terri

Subject(s)

Student suspension;School principals

Disciplines

Elementary and Middle and Secondary Education Administration | Student Counseling and Personnel Services

Abstract

The purpose of this study was to explore socioeconomic status within a school district, the years of experience, school type, and gender of a principal, supervisor, or disciplinarian and the effect that these variables would have on their attitude toward suspension. According to previous research done by Dr. Russell Skiba of Indiana University, high rates of suspension have been due to racial identity. Even after controlling for poverty status, racial disparities do not disappear (Skiba, Michael, & Nardo, 2000). After wanting to understand more on suspension and its future in schools, this study explored the attitudes that principals, supervisors, and disciplinarians have on suspension and whether or not their socioeconomic status and years of experience had an effect on those outlooks. A survey created by Dr. Russell Skiba, the Disciplinary Practices Scale was delivered via e-mail to the members of New Jersey Principals and Supervisors Association (NJPSA). The items in the survey reflect principal attitudes and beliefs about the purpose, process and outcomes of school discipline, rather than simply than the frequency of disciplinary actions (Skiba, Simmons, Staudinger, Rausch, Dow, & Feggins, 2003). The data collected was found to be significantly correlated with gender, years of experience, and school type.

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