During a period of growth and identity development, such disciplinary measures impinge on students’ abilities to form positive self-concepts unen-cumbered by others’ assumptions and limitations. By mandating narrow ways of being and thinking, they also reinforce assimilationist imperatives and exclusionary campus climates. In their most extreme cases, some forms of control foster violence and death based on race, gender, and sexuality (see Fragoso 2003; Marquez and Brickenbrough 2013).
There is a correlation between exclusivism and coercive supervision and watchdogging. A system of coercive control allows students' ideas of self to be suppressed, which can create a belated outburst that is treated as a rebellion in society, but is actually a confrontation, a fight for a freer life. But this force is too strong and can also lead to the beginning of oppression within them. For example, the common mischief of a collective is to resist oppression, but if a few of them want to take it easy and don't want to fight so fiercely, then they will be excluded from the collective and they will be treated differently.