[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600338-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600338-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","constructing-youth-identities-newspaper-coverage-of-exclusionary-discipline","Constructing Youth Identities - Newspaper Coverage of Exclusionary Discipline","","School reliance on exclusionary discipline produces behavioral inequities and marginalizes youth, often with narratives of punishment that extend beyond school walls and are reinforced through news media discourse. The study analyzes 64 newspaper articles using critical discourse techniques grounded in critical race and news framing theories. Findings highlight hyper-focus on youth deficits, stigmatizing portrayals of violence and blame, and resistance to discipline alternatives. Discursive absence includes missing youth and family voices and disconnection from systemic mechanisms shaping discipline.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/constructing-youth-identities-newspaper-coverage-of-exclusionary-discipline/600338/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/constructing-youth-identities-newspaper-coverage-of-exclusionary-discipline/600338.png","ImageObject",300,407,{"name":42,"@type":43},"RuangKosong","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is exclusionary discipline, and why does it matter for youth?","Question",{"text":63,"@type":64},"Exclusionary discipline refers to practices such as suspensions, expulsions, arrests, and referrals to law enforcement. It contributes to behavioral inequities and sustains the marginalization of youth in schools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do the news media coverage patterns affect educational inequity?",{"text":68,"@type":64},"News discourse is described as emphasizing youth deficits and stigmatizing portrayals that assign blame, while omitting youth and family perspectives. This disconnection can reinforce disciplinary structures and sustain educational inequities.",{"name":70,"@type":61,"acceptedAnswer":71},"What kinds of disparities are reported in the reliance on exclusionary discipline?",{"text":72,"@type":64},"The text reports disparities by gender identity, sexual orientation, disability, and race, with disproportionate impacts on LGBTQ youth and racially minoritized youth. It also notes that Black students are overrepresented across categories of exclusion, including suspended students.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600338,1792192252,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":98},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| | Constructing Youth Identities: |\n| --- | --- |\n|  | Newspaper Coverage of Exclusionary Discipline |\n\nBrandon D. Mitchell, University of Louisville Carl D. Greer, University of Wisconsin—Madison  \nAbstract  \nThe school reliance on exclusionary discipline drives behavioral inequities and sustainsthe marginalization of youth in schools. The narratives of punishment often extend beyond the walls of the school system and may be reinforced by news media discourse. Nevertheless, the relationship between news media discourse and the school disciplinary structure is an understudied area of research. Using critical discourse techniques—with a theoretical framework of critical race and news framing theories—we analyze news coverage of exclusionary discipline across (N = 64) newspaper articles. Our findings underscore news discourse with a hyper-focus on youth deficits, stigmatizing portrayals of violence and blame, and teacher resistance to discipline alternatives and reform. Discursive absence included a lack of youth and family voices and perspectives, and a disconnection from the systemic mechanisms that shape the disciplinary structure. We conclude with implications for educators, policymakers, and scholars—as we advocate for a re-invigorated focus toward the equitable support and inclusion of youth.  \nKeywords: exclusionary discipline; suspensions; media; newspaper articles; critical discourse analysis  \nIf we focus on defiant or destructive behavior, the young person becomes the problem. Brendtro et al., 2019, pp. 35  \nThe disproportionate reliance on exclusionary discipline continues to lead to the exclusion of youth from educational opportunities. The U.S. Department of Education (2021) revealed that students were excluded from school for a total of 11,205,797 days due to out-of-school suspensions during the 2017-2018 school year. Disproportionately affected by exclusionary discipline are LGBTQ youth, youth with disabilities, and racially minoritized youth—Black, Brown, Indigenous, and Latinx—with higher rates and more severe punishment (see U.S. DOE, 2021) . Exclusionary discipline can be understood as an umbrella term entailing suspensions, expulsions, arrests, and referrals to law enforcement (Wymer et al., 2020) . Since 2017, some exclusionary practices have risen, including school-based arrests (+5%) and referrals to law enforcement (+12%; U.S. DOE, 2021). Furthermore, evidence suggests that exclusionary discipline does not positively impact student behavior nor improve school climate (Amemiya et al., 2020; Deakin & Kupchik, 2018; Okonofua et al., 2016; Skiba et al., 2016) .  \nSystemic factors such as media representations of discipline may influence the dominant discourses of youth identities and reform structures in schools (Annamma et al., 2019; Sugrue, 2019). For example, news coverage of youth behavior is often represented in a way that normalizes racism, justifying inequities, reifies stereotypes, and attributes blame onto students (Kupchik & Bracy, 2009). Rather than identifying systemic inequities as a potential root cause of educational deficits, the behavior of individual students is ascribed as the dominant factor driving exclusionary discipline (Bornstein, 2015; Collins, 2009; Harwood, 2006; Valencia, 2010) . In conjunction, oppressive school structures and media representations may intertwine in pernicious patterns, ultimately sustaining and perpetuating educational inequities (Giroux, 2009) .  \nDue to the growing awareness surrounding the limitations of exclusionary discipline practices and the inequitable outcomes for students, the U.S. Department of Education in collaboration with the U.S. Department of Justice (2014) offered guidance for schools to help reduce exclusionary discipline practices and policies. After only four short years, the Trump administration withdrew federal guidance for schools (U.S. DOE, 2018) . In this paper, we take a step toward understanding mainstream news coverage of exclusiona","cbCaib9gxDkeFfdh","https://ap.wps.com/l/cbCaib9gxDkeFfdh","pdf",342931,24,"English","# Abstract\n# Introduction and Research Focus\n# Review of Exclusionary Discipline Practices in Public Schools\n## Disparities by Gender Identity, Sexual Orientation, Disability, and Race","[{\"question\":\"What is exclusionary discipline, and why does it matter for youth?\",\"answer\":\"Exclusionary discipline refers to practices such as suspensions, expulsions, arrests, and referrals to law enforcement. It contributes to behavioral inequities and sustains the marginalization of youth in schools.\"},{\"question\":\"How do the news media coverage patterns affect educational inequity?\",\"answer\":\"News discourse is described as emphasizing youth deficits and stigmatizing portrayals that assign blame, while omitting youth and family perspectives. This disconnection can reinforce disciplinary structures and sustain educational inequities.\"},{\"question\":\"What kinds of disparities are reported in the reliance on exclusionary discipline?\",\"answer\":\"The text reports disparities by gender identity, sexual orientation, disability, and race, with disproportionate impacts on LGBTQ youth and racially minoritized youth. It also notes that Black students are overrepresented across categories of exclusion, including suspended students.\"}]","Constructing Youth Identities - Newspaper Coverage of Exclusionary Discipline | PDF",1792090491]