Disciplinary Challenges How do Principals Address This Dilemma?

1. Disciplinary ChallengesHow do Principals Address This Dilemma? Gathogo Mukuria An Analysis and Critique

2. Disciplinary Problems • Discipline – degree of order and structure within school • Lack of Discipline • Students cannot learn • Instructors cannot teach

3. Disciplinary Problems • Leads to • High student dropout rates • Student absenteeism • Also for teachers • High turnover rate for teachers • Suspensions – temporary • Expulsions – permanent • Extreme form – school shootings

4. Public, Urban Schools • Disciplinary Problems • Disruptive behavior • Violence (includes fighting) • Misbehaving students • Drugs • Vandalism • Many students with persistent discipline problems eventually drop out of school

5. Public, Urban Schools • Students are: • African Americans • Hispanic Americans • Poor European Americans • Larger schools tend to have more problems than smaller schools

6. Public, Urban Schools • African-American urban schools • Overcrowded • Schools are in poor condition • No human resources • No technological resources • Drop out rates exceed 50% • African-American males are more likely to drop out than females

7. Purpose of Study • Different leadership styles • Difference among principals • Principal controls school • High suspension rates • Low suspension rates • Superintendent controls whole school district

8. Purpose of Study • Schools were ranked by suspension rates • Include schools where principal was there for at least 3 years • Restrict to urban schools • Study Louisiana • Tends to be one of the poorest states in the U.S. • Identified 65 schools with African-Americans composing 55% or higher the student populaton

9. Study Background • Statistical techniques • Used Spradley’s (1980) developmental research sequence • Domain analysis • Never heard of it • If it discriminatory analysis, this is the most subjective in statistics • Sensitive to method and starting values

10. Hatarini Middle School • 800 students • School had: • Broken windows • Faded paint • Surrounded by old, neglected, and rundown houses • “Judgment call”

11. Lafayette Middle School • Large school (no enrollment data) • Built in 1926 • “Still in good physical condition” • Many residents worked in factories in the city • “Judgment Call”

12. Molo Middle School • School playground • Unkempt • Play equipment was either broken or missing. • School was not attractive • Racial and obscene graffiti • “Tough looking students” • High crime area • 85% of students eligible for free school lunches

13. Pwani Junior High School • School has 1,020 students • Built in 1926 • Clean • Well-planned • Attractive to eye • 99% of students on free lunch program • Students wear uniforms • All students are equal • No difference between rich and poor students

14. Principal Leadership Style • Low-suspension rate schools • High-suspension rate schools

15. Low-Suspension Rate Schools • School wide disciplinary programs • A joint effort to formulate programs • Students • Parents • Administration • Teachers • I never seen this before.

16. Low-Suspension Rate Schools • Discipline is a joint effort • Principal supports teachers • Respects and values teachers’ opinions • Teachers have high morale • Don’t want frustrated teachers • Teachers and principal are consistent enforcing rules and discipline • If students can find inconsistencies, then they will • Students always give weak teachers problems

17. Low-Suspension Rate Schools • Suspension policy is a flexible guideline • Not a rigid document. • Flexible guidelines • Counseling • Reality therapy ???? • Behavior clinics ???? • In-school suspension • Group mediation ????

18. Low-Suspension Rate Schools • Discipline problem • A judgment call by administration • A small fight may not result in suspension • Depends on circumstances • Does this violate following consistent rules???

19. Low-Suspension Rate Schools • Principal has high vision for school • High expectations • Create a school environment that is safe for students and teachers • Set high academic standards

20. Low-Suspension Rate Schools • Structured school environment • Students play basketball during recess • Keep students occupied • “Keep students busy” • Keeps students out of trouble

21. Low-Suspension Rate Schools • Discipline is a community problem • School with uniforms • Easy to identify which school student attends, if causing problems in a community • Schools have corporate sponsors

22. High-Suspension Rate Schools • Principals do not value or respect teacher’s suggestions • Teachers distant themselves from administration • Schools did not have well-established routines in school • Could not articulate a clear vision for school

23. High-Suspension Rate Schools • Low expectations • Students lack support from parents (home) • Difficult to motivate students to work • “substandard students” • Lack of parental involvement • Reduces motivation of staff, principal, and teachers

24. High-Suspension Rate Schools • Administration said • School reflects neighborhood • Drug problems • Crime • Unemployed parents, etc.

25. High-Suspension Rate Schools • Followed discipline policy rigidly • Policy is a blueprint • Whether to suspend or not • No flexibility • Must suspend students

26. High-Suspension Rate Schools • To some students, a suspension is a reward • Time off from school • Does not address the problem • “Detrimental to students”

27. Criticism • Does this pattern generalize to all 65 schools? • Statistics can handle this • Looking at 4 schools out of 65 is a biased sample! • Many observations are judgment calls • Was the research consistent?

28. Criticism • Wished author defined • Group mediation • Reality therapy • Was not consistent on schools’ descriptions

29. Criticism • A good paper • Paper cited McCarthy (1991) • Schools with behavior problems “there often is a mismatch between the curriculum and students’ interests and values.” • Consequently students act out because curriculum is imposed on them • Really?????

30. References • Mukuria, Gathogo. May 2002. “Disciplinary Challenges, How do Principals Address This Dilemma?” Urban Education 37(3): 432-52.