Judging School Discipline / Edition 1

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Overview

Reprimand a class comic, restrain a bully, dismiss a student for brazen attire--and you may be facing a lawsuit, costly regardless of the result. This reality for today's teachers and administrators has made the issue of school discipline more difficult than ever before--and public education thus more precarious. This is the troubling message delivered in Judging School Discipline, a powerfully reasoned account of how decades of mostly well-intended litigation have eroded the moral authority of teachers and principals and degraded the quality of American education.

Judging School Discipline casts a backward glance at the roots of this dilemma to show how a laudable concern for civil liberties forty years ago has resulted in oppressive abnegation of adult responsibility now. In a rigorous analysis enriched by vivid descriptions of individual cases, the book explores 1,200 cases in which a school's right to control students was contested.

Richard Arum and his colleagues also examine several decades of data on schools to show striking and widespread relationships among court leanings, disciplinary practices, and student outcomes; they argue that the threat of lawsuits restrains teachers and administrators from taking control of disorderly and even dangerous situations in ways the public would support.

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Editorial Reviews

Teacher Magazine - David Ruenzel
This interesting study casts a critical eye on the American legal system, which [Arum] sees as having undermined the ability of teachers and administrators to socialize teenagers...Arum, it must be pointed out, is adamantly opposed to such measures as zero tolerance, which, he insists, often results in unfair and excessive punishment. What he wisely calls for is not authoritarianism, but for school folks to regain a sense of moral authority so that they can act decisively in matters of school discipline without having to look over their shoulders.
Times Educational Supplement - John Dunford
Arum's book should be compulsory reading for the legal profession; they need to recognise the long-term effects of their judgments on the climate of schools and the way in which judgments in favour of individual rights can reduce the moral authority of schools in disciplining errant students. But the author is no copybook conservative, and he is as critical of the Right's get-tough, zero-tolerance authoritarianism as he is of what he eloquently describes as the 'marshmallow effect' of liberal reformers, pushing the rules to their limits and tolerating increased misconduct.
Choice - P. M. Socoski
[Arum] argues that discipline is often ineffective because schools' legitimacy and moral authority have been eroded. He holds the courts responsible, because they have challenged schools' legal and moral authority, supporting this claim by examining over 6,200 state and federal appellate court decisions from 1960 to 1992. In describing the structure of these decisions, Arum provides interesting insights into school disciplinary practices and the law.
Urban Education - Steven L. Vanderstaay
Arum's careful analysis of school discipline becomes so focused and revealing that the ideological boundaries of the debate seem almost to have been suspended. The result is a rich and original book, bold, important, useful, and--as this combination of attributes might suggest--surprising...Many years in the making, Judging School Discipline weds historical, theoretical, and statistical research within the problem-solving stance of a teacher working to piece together solutions in the interest of his students. The result is a book that promises to shape research as well as practice through its demonstration that students are liberated, as well as oppressed, by school discipline.
Wall Street Journal - Heather Macdonald
[Arum's] break with education-school dogma on student rights is powerful and goes far toward explaining why so many teachers dread their students--when they are not actually fighting them off.
Contexts - Barbara Schneider
Judging School Discipline provides a carefully detailed prescription for what needs to be done about one of the most critical and potentially alarming problems in our schools--the lack of student discipline. Order in schools rests not on policies like zero tolerance, but on how schools prepare their students for learning that involves trust, rules and fairness. This excellent book should be read by anyone interested in improving student learning and the institutions designed to promote it.
Library Journal
Arum (sociology & education, NYU), who studied over 1000 legal cases dealing with student disciplinary actions during the latter half of the 20th century, here reports that the majority of the cases during the 1960s and early 1970s focused on student civil rights. Arguing that liberal organizations, including some federal government agencies, encouraged such cases as a means of accomplishing school reform, Arum maintains that an unintended consequence has been to undermine school authority in the eyes of the general public. Arum evokes Emile Durkheim's concept that to have moral value in the lives of students, school rules must be perceived as relevant to the educational situation and those who enforce the rules must be perceived as legitimate. He further argues that to achieve safer and more effective public schools, a middle path must be found between the zero-tolerance disciplinary proposals being offered by conservatives and the lenience often promoted by liberal groups concerned with student civil rights. While he acknowledges that meaningful change will be difficult to accomplish within the current social climate, he urges other scholars to continue research along these lines. This carefully reasoned and meticulously researched book is recommended for academic and public libraries with patrons interested in school reform.-Jean Caspers, Linfield Coll. Lib., McMinnville, OR Copyright 2003 Reed Business Information.
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Product Details

  • ISBN-13: 9780674018143
  • Publisher: Harvard University Press
  • Publication date: 9/1/2005
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 336
  • Product dimensions: 6.14 (w) x 9.21 (h) x 0.70 (d)

Meet the Author

Richard Arum is Professor of Sociology and Education, New York University.
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Table of Contents

Preface
1 Questioning School Authority 1
2 Student Rights versus School Rules 38
3 How Judges Rule 86
4 From the Bench to the Paddle 127
5 School Discipline and Youth Socialization 159
6 Restoring Moral Authority in American Schools 188
App.: Tables 215
Notes 279
Index 315
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