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999			_c11023 _d11023
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008			201215b ||||| |||| 00| 0 eng d
100			_aDiamond, John B. _934384
245			_aRace and Discipline at a Racially Mixed High School: Status, Capital, and the Practice of Organizational Routines
300			_aVol 54, Issue 6, 2019 (831-859 p. )
520			_aIn this article, we study a diverse suburban high school to illustrate how racial inequality is embedded in school disciplinary routines. Focusing primarily on the experiences of Black and White students, we theorize about the relationship between race and students’ experiences with school discipline. Drawing on organizational theory, contemporary race theory, and status construction theory, we argue that in carrying out the school’s disciplinary routines, school adults are influenced by broader cultural narratives that associate blackness with criminality and whiteness with innocence. These beliefs shape how students’ behavior is responded to and leads to racial differences in students’ disciplinary experiences and outcomes
650			_arace, _934385
650			_aidentity, _934089
650			_a discipline policies, Suburban Schooling, opportunity hoarding, organizational routines _934386
700			_a Lewis, Amanda E. _934324
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085918814581
942			_2ddc _cART