Black-White Differences in School Suspension: Effect of Student Beliefs About Teachers

Abstract

Research suggests that there are differences in the frequency with which white and African American students are punished in schools, with African American students being 2.3 times more likely to be suspended than white students. Most of the research on school punishment has focused on documenting race differences and looking for student and school-level factors to help explain disproportionality in out-of-school suspension. This study aims to fill the gap in the literature by analyzing the role of the teacher in affecting student punishment in a large, urban, primarily minority student district. Results indicate that positive teacher behavior toward students and positive teacher expectations of students reduces suspension from school.

School Discipline and Disruptive Classroom Behavior: The Moderating Effects of Student Perceptions

“…2001). In addition, a recent study examining the relationship between student beliefs about teachers and likelihood of suspension found that students who believed that their teachers held high expectations for them had a significantly lower likelihood of in‐school and out‐of‐school suspension (Hinojosa 2008).…”

“…In her study focusing on teacher influence, Hallinan (2008) finds that students who believe their teachers care about them, respect them, and praise them are more likely to like school, which has been linked to lower incidents of deviant behavior (Dornbusch et al 2001). In addition, a recent study examining the relationship between student beliefs about teachers and likelihood of suspension found that students who believed that their teachers held high expectations for them had a significantly lower likelihood of in-school and out-of-school suspension (Hinojosa 2008).…”

“…There is also a significant amount of research indicating that teachers' perceptions of students is influenced by student characteristics such as race, gender, and socioeconomic class (Clifton et al 1986;Schneider and Coleman 1993;Tenenbaum and Ruck 2007), and that subsequent differential treatment influences students' educational outcomes (Rosenthal andJacobson 1968, 2000;Wayman 2002;Jussim and Harber 2005). Much of the research specifically related to discipline and teacher-student interactions has focused on how teachers differentially perceive and treat African-American students (Ferguson 2000;Hinojosa 2008). Several studies have suggested that teachers rate black students as exhibiting poorer classroom behavior (Ainsworth-Darnell and Downey 1998;Downey and Pribesh 2004).…”

Race, Gender, School Discipline, and Human Capital Effects

“…Consistently, researchers have found that minorities are disproportionately represented in the administration of school discipline (for example, McCarthy and Hoge, 1987;McFadden and Marsh, 1992; Raffaele Mendez and Knoff, 2003;Skiba, Peterson, and Williams, 1997;Skiba et al, 2002;Thornton and Trent, 1988;Wooldridge and Richman, 1985;Wu et al, 1982). In addition, there is a substantial literature on the connection between the race of teachers and student performance, most notably regarding grades and test scores (for example, Bahr and Fuchs, 1991;Beady and Hansell, 1981;Dee, 2005;Ferguson, 1998;Goebes and Shore, 1975;Hinojosa, 2008;Prieto andZucker, 1981;Sheets, 1996;Taylor, Gunter, and Slate, 2001).…”

Child Maltreatment, Problem Behaviors, and Neighborhood Attainment

“…Regarding problem behaviors, compared to White children, Black children are more likely to have school problems such as suspensions and dropouts (Brooks, Schiraldi & Ziedenberg, ; Hinojosa, ; Kena et al., ), to be homeless (Shah et al., ; Substance Abuse and Mental Health Services Administration, ), and to be arrested at higher rates (Chauhan, Fera, Welsh, Balazon & Misshula, ; Puzzanchera, ). Black children are also more likely to live in poorer and more disordered neighborhoods (Chauhan, Reppucci, Burnette & Reiner, ; Kelly, Schootman, Baker, Barnidge & Lemes, ).…”