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The relationship between school office discipline referrals and perception of school climate for urban middle school students

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TitleInfo
Title
The relationship between school office discipline referrals and perception of school climate for urban middle school students
Name (type = personal)
NamePart (type = family)
Linsky
NamePart (type = given)
Arielle Claire
NamePart (type = date)
1987-
DisplayForm
Arielle Claire Linsky
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Elias
NamePart (type = given)
Maurice J
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Maurice J Elias
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Advisory Committee
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chair
Name (type = personal)
NamePart (type = family)
Leyro
NamePart (type = given)
Teresa
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Teresa Leyro
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Advisory Committee
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internal member
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NamePart (type = family)
Karlin
NamePart (type = given)
Robert A
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Robert A Karlin
Affiliation
Advisory Committee
Role
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internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
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school
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Text
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theses
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DateCreated (qualifier = exact)
2017
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2017-01
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2017
Place
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xx
Language
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eng
Abstract (type = abstract)
The constructs of school discipline and school climate have gained much attention as key factors contributing to racial, ethnic, and socio-economic disparity across the US public school system. This discussion has been fueled, in large part, by data demonstrating the impact of negative school climate and higher rates of school discipline on outcomes such as poor academic achievement, increased school dropout rates, and increased involvement in the criminal justice system disproportionately impacting minority and low income students (Darensbourg, Perez, & Blake, 2010; Gregory, Allen, Mikami, Hafen, & Pianta, 2015; Skiba, Michael, Nardo, Peterson, 2002; Thapa, Cohen, Guffey, & Higgins-D’Alessandro, 2013). Noticeably absent from the literature is a nuanced evaluation of the interaction between school office discipline referrals (ODRs) and perception of school climate at the individual, student level in low-income urban schools. This study evaluated this relationship in a group of 229 sixth graders from an urban middle school in New Jersey (57% female; 94% Hispanic, 100% qualifying for free or reduced lunch). The interaction between perception of school climate and student ODR counts from the beginning to end of their first year in middle school was examined. Overall perception of school climate did not significantly moderate the relationship between fall and spring discipline referrals. However, analysis of the climate subscales revealed that student’s ability to shape their environment did significantly moderate the relationship between fall and spring discipline referrals, and that perceived support from teachers and staff approached significance (p = .057). For students with more positive perception of peer relationships, there was a large variance, approaching significance (p < .06) in spring ODRs, indicating that positive relationships with peers were associated with both high and low discipline counts. Exploratory analysis revealed that overall perception of school climate between fall and spring was moderated by fall ODRs. Across analyses, when separated by gender, results were consistently significant only for female students. Study results imply that a relationship between perception of school climate and discipline referrals is particularly meaningful for female students, and that interventions aimed at improving perceptions of teacher and staff support and student’s ability to shape the environment may be most influential deterrents of ODR trajectories.
Subject (authority = RUETD)
Topic
Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_7845
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vii, 55 p. : ill.)
Note (type = degree)
M.S.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Urban schools
Subject (authority = ETD-LCSH)
Topic
School discipline
Note (type = statement of responsibility)
by Arielle Claire Linsky
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3CR5WS2
Genre (authority = ExL-Esploro)
ETD graduate
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Linsky
GivenName
Arielle Claire
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2017-01-10 17:16:42
AssociatedEntity
Name
Arielle Claire Linsky
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2017-01-10T22:12:51
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2017-01-10T22:12:51
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