Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied

Abstract

Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls' exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate analysis to determine whether these patterns held after accounting for other identity markers. Finally, we used Critical Discourse Analysis to consider whether office referrals for Black girls were for subjective or objective behaviors and whether they aligned with dominant narratives.

“My Teacher Doesn’t Like Me”: Perceptions of Teacher Discrimination and School Discipline among African-American and Caribbean Black Adolescent Girls

“…Based on the previous literatures, school discipline research has been largely focused on boys of color [11,13,24,47]. This study contributes to existing literature on school discipline and classroom practices for Black American girls [13,16,37,51,56]. With regards to school bonding, studies have documented the positive impact of school bonding on adolescents' academic achievement [57][58][59].…”

Loc’d and Faded, Yoga Pants and Spaghetti Straps: Discrimination in Dress Codes and School Pushout

“…Research indicates that students of color are constantly under surveillance in schools (Ancy Annamma, Anyon, Joseph, Farrar, Greer, Downing, & Simmons, 2019;May, 2018). It is not uncommon for students of color to feel that the staff in their building know of them before they ever introduce themselves.…”

Classroom and Behavior Management: (Re)conceptualization Through Disability Critical Race Theory

“…1, we note that girls of color are continually overrepresented in school discipline, particularly Black girls. Research shows that reasons for these disciplinary inequities are less about inappropriate behavior and more about how girls of color, and Black girls specifically are (1) subjected to age compression, wherein they are assumed to be older and more responsible for their behavior (Morris, 2016); (2) imagined as less innocent and childlike (Epstein, Blake, & González, 2017); and (3) experienced discipline for reasons that align with stereotypes about Black women (Annamma et al, 2016). Race and gender are deeply imbricated in exclusionary discipline actions.…”