In-services and empty threats: The roles of organizational practices and workplace experiences in shaping U.S. educators’ understandings of students’ rights |
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| Institution: | 1. New York University, United States;2. University of California, Berkeley, United States;3. University of North Carolina – Chapel Hill, United States;1. Biology Faculty, M.V. Lomonosov Moscow State University, Moscow, Russia;2. MSU Institute of Mitoengineering LLC, Moscow, Russia;3. Institute for Biomedical problems RAS, Moscow, Russia;4. Pelvipharm/INSERM U1179, Montigny-Le-Bretonneux, France;5. Aivix Ltd, Moscow, Russia;1. University of Miami, United States;2. Ohio State University, United States;1. Institute of Philosophy and Sociology, Polish Academy of Sciences, Nowy ?wiat 72, 00-330 Warsaw, Poland;2. School of Sociology, Research School of Social Sciences, College of Arts and Social Sciences, Australian National University, Canberra, ACT 2601, Australia;1. Department of Psychology, University of Connecticut, Storrs, CT, USA;2. Carman and Ann Adams Department of Pediatrics, Prevention Research Center, Wayne State University School of Medicine, Detroit, Michigan, USA;3. Guangxi Center for Diseases Control and Prevention, Nanning, Guangxi, China;4. Department of Allied Health Sciences, University of Connecticut, Storrs, CT, USA |
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| Abstract: | This paper applies theoretical frameworks from organizational sociology and sociolegal studies to examine factors associated with educators’ conceptions of students’ rights to due process in disciplinary actions. We analyze a unique representative data set of 402 teachers and 200 administrators in U.S. high schools to investigate how educators understand the rights to due process articulated in the Supreme Court case of Goss v. Lopez (1975). We then examine whether individual characteristics and participation in organizational processes are associated with educators’ understandings of students’ due process rights. Findings suggest that educators’ understandings of students’ entitlements to due process vary with educators’ level of education, experience of school-related legal threats, and participation in district or diocese in-service training programs on students’ rights. Results point to organizational climate as a key factor in shaping educators’ rights conceptions and the role of law in American schools. |
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| Keywords: | School law Student rights Due process In-service training Rights understandings |
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