In the context of a national conversation about exclusionary discipline, we conducted a multilevel examination of the relative contributions of infraction, student, and school characteristics to rates of and racial disparities in out-of-school suspension and expulsion. Type of infraction; race, gender, and to a certain extent socioeconomic status at the individual level; and, at the school level, mean school achievement, percentage Black enrollment, and principal perspectives all contributed to the probability of out-of-school suspension or expulsion. For racial disparities, however, school-level variables, including principal perspectives on discipline, appear to be among the strongest predictors. Such a pattern suggests that schools and districts looking to reduce racial and ethnic disparities in discipline would do well to focus on school- and classroom-based interventions.

This chapter continues and expands the dialogue regarding the oppressions experienced by African American women in higher education. Stakeholders of postsecondary education are invited to use this dialogue to become more aware of the needs of African American women on college campuses, as well as African American people in general.

No abstract

This article is a commentary on several issues relevant to critical race theory (CRT), education, and race-related discourse. In this article, we hope to contribute to the dialogue on race and education, and raise a few thought-provoking questions regarding ways of seeing and thinking about CRT as both a theoretical and practical tool when focused on issues of race, structural racism, and education. IntroductionThis article is a social commentary on several issues relevant to critical race theory (CRT), education, and race-related discourse. Public and private discourses on race and racism in American society are moving targets. Just when you or we (individually and/or collaboratively) think, 'Aha, now I understand the complexities of race in America' it slickly slides to the liberal left, or safely scurries to the conservative right (yes, we mean mainstream political left and right). It might drop down to gut bucket nonsense (e.g., what we see on most television newstalk shows), or float up into the whimsical idealism of colorblindness only to gently drift back down to earth landing on the left or right side of the politically correct political spectrum. Alas, it is always on the move, the slippery bastard.In this article, we hope to contribute to the dialogue on race and education, and raise a few thought-provoking questions regarding ways of seeing and thinking about CRT as both a theoretical and practical tool when focused on issues of race, structural racism, and education. We understand that as scholars, educators, and public intellectuals what we say, what we do, and how we do it has political implications. As socially conscious citizens, critical race theorists, social constructivists, CRiT 1 walkers, and progressive black scholars, we work within settings that offer both opportunities to serve as change agents and restrictions that compel adherence to a system that does not always work for people who look like us. We seek to exercise our voices to complement, critique, compare and contrast, and converse on the conditions that shape our experiences.

lthough there is some research addressing gifted African American children who attend K-12 schools (Ford, 2006;Moore et al., 2006), few studies address high-achieving and gifted African American male college students. Moreover, the vast majority of research highlighting the schooling of African American students focuses on their negative educational outcomes instead of their educa-