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 The Process of “Pushing Out”: Accumulated Disadvantage across School Punishment and Math Achievement Trajectories

Students drop out of school for a variety of reasons, yet are “pushed out” when they exhibit traits that are deemed undesirable to school officials, such as misbehavior and academic failure. While much of the previous research on pushouts views the phenomenon as a discrete occurrence often attributed to either misbehavior or academic failure, we recognize the underlying relationships between punishment and achievement, and therefore conceptualize pushing out as a process of both disciplinary involvement and academic exclusion over time. 

Interrogating Structural Racism in STEM Higher Education

The racialized structure of STEM (science, technology, engineering, mathematics) higher education maintains gross inequities that are illustrative of structural racism, which both informs and is reinforced by discriminatory beliefs, policies, values, and distribution of resources. Thus, an examination into structural racism in STEM is needed to expose the marginalization of underrepresented groups in STEM and to improve understanding of the STEM policies, practices, and procedures that allow the foundation of racism to remain intact. 

The Collateral Damage of In-School Suspensions: A Counterfactual Analysis of High-Suspension Schools, Math Achievement and College Attendance

Even the least severe forms of exclusionary discipline are associated with detrimental effects for students that attend schools that overuse them. With a nationally representative longitudinal study of high school students, we utilize propensity score weighting to limit selection bias associated with schools that issue high numbers of in-school suspensions. Accounting for school social order and individual suspensions, we find that high-suspension schools are negatively associated with students’ math achievement and college attendance. We also find that when we account for high and low-suspension schools, attending an urban schools is associated with an increase in both math achievement and college attendance.

Veering off track in U.S. high schools? Redirecting student trajectories by disrupting punishment and math course-taking tracks

Students in punishment “tracks” are rarely in advanced course-taking “tracks” in high school. Yet, there is little research that demonstrates the relationships between punishment and advanced course-taking, nor research that demonstrates how punishment and advanced course-taking together can impact long-term student trajectories. Using multi-level modeling with a national longitudinal study of high school students, we observed reciprocal disruptions

Recursive Colonialism and Cosmo-Computation

The apocalypse now occurring around the world is a continuation of yet another iteration of recursive colonialism. Apocalypse is about the end of the world. It is the liminal space warded off by the self-determining subject of Western history. Invoking the threat of uncertainty that can never become real, the end of the world is feared but never allowed. Instead, violent acts of pre-emption perpetuate the threat of an apocalypse that is constantly denied.

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