%0 Journal Article
%T Suspended Attitudes: Exclusion and Emotional Disengagement from School
%A Jaymes Pyne
%J Sociology of Education
%@ 1939-8573
%D 2019
%R 10.1177/0038040718816684
%X We know far less about the unintended social-psychological consequences of out-of-school suspensions on students than we do of the academic, behavioral, and civic consequences. Drawing on theories of socialization and deviance, I explore how suspension events influence students¡¯ emotional engagement in school through changes in their attitudes. Using longitudinal middle school survey data connected to individual student administrative records, I find that students who receive out-of-school suspensions are psychologically vulnerable prior to their removal from school. Accounting for demographic characteristics of students, prior year disciplinary involvement, and students¡¯ beginning-of-year attitudes, I find suspensions might further harm students by negatively changing their academic identities and perceptions of adults in school. A series of robustness checks add nuance and strengthen the claims I infer from the main analyses. I close by discussing how the engagement-related consequences of suspension inform social theory and educational policy
%K school discipline
%K social psychology
%K student attachment to school
%K at-risk students
%K adolescence
%U https://journals.sagepub.com/doi/full/10.1177/0038040718816684