Document Type

Article

Publication Date

2014

Journal Title

Contemporary Justice Review

Volume Number

17

DOI

https://doi.org/10.1080/10282580.2014.915140

Version

Pre-print: the initial article submitted to the journal for consideration (prior to peer review)

Keywords

restorative justice, higher education, student development

Disciplines

Higher Education | Social and Behavioral Sciences

Abstract

The STudent Accountability and Restorative Research (STARR) Project is a multi-campus study of college student disciplinary practices in the United States, comparing traditional conduct hearings that use restorative justice practices with traditional college student misconduct hearings. This study provides a coherent set of learning goals in college student conduct administration and a robust data set capable of measuring student learning across different types of disciplinary practice, in particular, comparing traditional “model code” practice with emerging restorative justice processes. Integrating several student development theories, we identify six student development goals: just community/self authorship, active accountability, interpersonal competence, social ties to institution, procedural fairness, and closure. The STARR Project includes data from 18 college and university campuses in the United States. We analyzed 659 student conduct cases based on surveys of student offenders, conduct officers, and other participants in the conduct processes. Using multiple regression to control for a variety of influences, we determined that the type of conduct process used is the single most influential factor in student learning. In addition, we consistently found that restorative justice practices have a greater impact on student learning than model code hearings.

Notes

This is an original manuscript of an article published by Taylor & Francis in Contemporary Justice Review in 2014, available at: https://doi.org/10.1080/10282580.2014.915140

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