Findings from a prior study confirm schools are relying more extensively on law enforcement to police student behavior (Torres & Stefkovich, 2009). The same study suggests further that decisions to report student offenses to law enforcement may be motivated in part by school poverty and school minority student concentration. These findings are concerning in light of the NAACP's suggestion that disciplinary action may be overly harsh in schools serving large populations of children of color. Minimal research however has examined the effect of policy interventions (e.g., prevention training) and community involvement (e.g., engagement) in minimizing the likelihood student offenses are criminalized. Using the NCES School Survey on Crime and Safety (2000), policy involvement in student discipline is explored by schools’ action in mitigating/resolving problems through prevention, alternative resolution, and external involvement. Implications for ethical leadership and responsibility are explored.
Torres, M., Poenitzsch, N. and Burke, J. (2011), "Chapter 5 Responsible Action as a Construct for Ethical Leadership: Investigating the Effect of School and Community on Police Involvement in Student Disciplinary Affairs", Normore, A. and Fitch, B. (Ed.) Leadership in Education, Corrections and Law Enforcement: A Commitment to Ethics, Equity and Excellence (Advances in Educational Administration, Vol. 12), Emerald Group Publishing Limited, Bingley, pp. 75-97. https://doi.org/10.1108/S1479-3660(2011)0000012008Download as .RIS
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