| Research shows that discipline policies, procedures and practices used to address perceived student misbehavior impact student perceptions of school context (Munn, Johnstone, & Chalmers, 1992; ERIC, 1984; Ruck & Wortley, 2002; Wehlage, et al., 1990). While district and building administrators in a local school district recognized the need to address discipline concerns at the high school level, they did not consider how current discipline policies, procedures and practices influence student culture (personal correspondence, July 12, 2002). The purpose of this study is to examine student perceptions of school context that result from the discipline policies, procedures and practices used by administrators and teachers at EHS.;The study's design includes both quantitative and qualitative research methods and multiple sources of data to describe discipline policies, procedures and practices and their ensuing effect on the perceptions of various aspects of school context. Quantitative data collection and analysis included student, teacher and administrator surveys, and summative discipline information recorded in the school's data bank. Qualitative data collection involved triangulation in the form of review of archival data [documents] and in-depth interviews and observations with teachers, students and administrators. Other relevant data were obtained from district and school records (school size, student and teacher demographic characteristics, previous discipline records).;Surveys, interviews and other relevant data documented three problem areas impacting student perceptions of school context. They were: there is little respect between teachers and students, cultural and lifestyle differences between students and staff hinder student success, and perceptions of appropriate and acceptable behavior differ between students and staff. The data confirmed significant relationships among student liking of school, student-teacher relationships, and student-student relationships. The statistical analysis also pointed toward a significant [negative] relationship between exclusionary discipline and student liking of school.;The findings pinpointed several issues that diminished the students' sense of acceptance, respect, inclusion and support in the school environment (Goodenow & Grady, 1993, as cited by Ma, 2003). In general these issues increased negative perceptions, thereby decreasing the students' sense of belonging and attachment to school. The possible interactive contextual influences of disciplinary processes and student's sense of school as community appeared to be related to a wide range of student attitudes and behaviors negating any sense of a warm, welcoming school environment, thus impacting students' problem behavior at the high school. |
