@article{ref1,
title="Caregivers' moral narratives of their African American children's out-of-school suspensions: Implications for effective family-school collaborations",
journal="Social work",
year="2013",
author="Gibson, Priscilla A. and Haight, Wendy L.",
volume="58",
number="3",
pages="263-272",
abstract="In this qualitative study, the authors examined the culturally nuanced meanings of out-of-school suspensions for 30 lower income caregivers of African American children suspended from school. Caregivers were invited to describe their experiences of their children's suspensions during in-depth, individual, audiotaped interviews. Caregivers generally valued their children's school success, recognized when their children had misbehaved, and supported educators' imposition of appropriate consequences. Out-of-school suspensions, however, were rarely viewed as appropriate consequences. On the contrary, caregivers produced emotionally laden moral narratives that generally characterized their children's suspensions as unjust; harmful to children; negligent in helping children with underlying problems such as bullying; undermining parents' racial socialization; and, in general, racially problematic. Suspensions also contributed to some families' withdrawal from participation in their schools. Understanding how caregivers experience children's out-of-school suspensions provides important clues to how families and schools can work together to effectively reduce racial disparities in out-of-school suspensions.<p /> <p>Language: en</p>",
language="en",
issn="0037-8046",
doi="",
url="http://dx.doi.org/"
}