Show simple item record

dc.rights.licenseIn Copyrighten_US
dc.creatorAhn, Chris J.
dc.date.accessioned2016-07-22T18:47:33Z
dc.date.available2016-07-22T18:47:33Z
dc.date.created2016
dc.identifierWLURG38_Ahn_POV_2016
dc.identifier.urihttp://hdl.handle.net/11021/33368
dc.descriptionChris Ahn is a member of the Class of 2016 of Washington and Lee University.en_US
dc.descriptionCapstone; [FULL-TEXT FREELY AVAILABLE ONLINE]en_US
dc.description.abstractThe prevailing school discipline paradigm in the United States is actively racist and systemically robs the fair equality of opportunity from students across the nation. In the past few decades, the highly punitive zero-tolerance policies have resulted in an unprecedented wave of school exclusion. Furthermore, while all students in zero-tolerance schools may be affected by these policies, black students, students with disabilities, and students of low-income background are impacted at a disproportionate rate and face a substantially increased chance of becoming funneled into the criminal justice system. In the United States, where education is a requirement of justice because it fulfills the societal obligation to provide fair equality of opportunity, schools have found it more convenient to suspend, expel, and incarcerate troubled and challenging youths rather than actually meet their needs. The current overly-punitive school discipline paradigm needs to be reformed in order to make education universally just. The systemic oppression of black students and other minorities promoted by this policy adds even greater moral urgency for reform. This paper provides three interventions in the discussion of zero-tolerance policies. First, it supplies a normative argument against zero-tolerance policies that is currently lacking in the literature; second, it attempt to construct a more just disciplinary model by identifying four abstract principles of justice in school discipline; and third, it analyzes and compares three of the most popular alternative school discipline models gaining traction in the movement to end zero-tolerance: School-wide Positive Behavioral Interventions (SWPBIS) Restorative Justice, and Collaborative & Proactive Solutions. While none of these models are perfect when analyzed according to the three-fold test of political and economic feasibility, moral permissibility, and practicality in a high-poverty community, both RJ and CPS are a stronger alternatives to SWPBIS in their preventative and rehabilitative qualities. And while these models are costly and time-consuming, they would dramatically reduce the educational inequities facing developmentally challenged students, and effectively block the school-to-prison pipeline at its earlier stages in the education system. Ultimately, I hope this paper can convince the reader that zero-tolerance policies are ethically intolerable in our democratic society, and can progress the discussion on viable alternative frameworks.en_US
dc.description.statementofresponsibilityChris Ahn
dc.format.extent41 pagesen_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with the source.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.subject.otherWashington and Lee University, Shepherd Poverty Programen_US
dc.titleEnding Zero-Tolerace: How High Poverty Schools can Repair and Restore School Disciplineen_US
dc.typeTexten_US
dcterms.isPartOfRG38 - Student Papers
dc.rights.holderAhn, Chris J.
dc.subject.fastEducational equalizationen_US
dc.subject.fastRestorative justice in schoolsen_US
dc.subject.fastDiscrimination in educationen_US
local.departmentShepherd Poverty Programen_US
local.scholarshiptypeCapstoneen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record