Disparities and Discrimination in Student Discipline by Race and Family Income

Barrett, Nathan; McEachin, Andrew; Mills, Jonathan N.; Valant, Jon

doi:10.3368/jhr.56.3.0118-9267r2

Cited by 68 publications

(86 citation statements)

References 18 publications

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“…Dating back to the time when the U.S. Department of Education's Office of Civil Rights released its scathing report about school discipline practices, Black students comprised 18% of the nation's student population, but 48% of those students were suspended from school at least once indicating that Black students were much more likely to be suspended than would be expected (Civil Rights Data Collection, 2014). Essentially, being Black and from a low-socioeconomic household have been shown to be significant factors in predicting discipline outcomes, such as being suspended multiple times in the same year (Barrett et al, 2017). Even when policy-driven attempts to reduce suspension are successful overall, the disproportionate suspension persists (Jones, 2017;Trinidad, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School

Bryant

Wilson²

2020

JERAP

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This article addresses long-standing data from federal government agencies documenting concerns regarding the use of school discipline and suspension indicating that Black students are referred for discipline and/or suspended at a higher rate than students of other ethnicities. Available data from a local school district reflected similar troubling patterns of discipline referral and suspension. The purpose of this study was to determine if variables such as students’ ethnicity, socioeconomic status, and gender predicted the likelihood of receiving discipline referrals or being suspended at an affiliated charter high school in a local school district. Guided by Bandura’s social learning theory and Skinner’s behaviorism, this correlational explanatory quantitative study examined archival school discipline data for 2,536 students enrolled (n = 1,570 students who received at least one discipline referral or suspension) during the 2013–2014 school year at a local high school. Binomial logistic regression results showed that Black students from low socioeconomic backgrounds were significantly more likely to be suspended compared to other ethnicities. Negative binomial regression analysis indicated students who were Black, male, and were from low socioeconomic backgrounds were at significantly greater risk of receiving a referral than other ethnicities. These results suggest that by investigating school discipline patterns, disproportionality can be identified and later addressed in a manner that respects the unique needs of all students. <br /><em></em>

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Section: Literature Reviewmentioning

confidence: 99%

Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School

Bryant

Wilson²

2020

JERAP

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“…Therefore, studies suggested that cross-school variation in discipline policies explain a substantial portion of the discipline gap (Anderson & Ritter, 2018). More recently, however, research using more extensive data and empirical approaches have found that discipline gaps persist both across and within-schools and districts (Barrett, McEachin, Mills, & Valant, 2019;Gopalan & Nelson, 2019;Owens & McLanahan, 2019). Again, it is important to exercise caution when interpreting results from these studies given the use of convenience samples of data in almost all of these studies.…”

Section: Racial/ethnic Discipline Gapsmentioning

confidence: 99%

“…Will they explain a larger variation in these discipline gap measures? Will discipline gap measures using alternative outcomes such as length of suspensions/expulsions be more informative (also, see Gopalan & Nelson, 2019;Barrett et al, 2019 who explore these measures using statewide data)? These are questions ripe for future explorations.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Understanding the linkages between racial/ethnic discipline gaps and racial/ethnic achievement gaps in the United States

Gopalan

2019

EPAA

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This study estimates racial/ethnic discipline gaps, using multiple measures of school discipline outcomes, in nearly all school districts in the United States with data collected by the Office of Civil Rights between 2013 and 2014. Just like racial/ethnic achievement gaps, discipline gaps also vary substantially, ranging from negative to greater than two standard deviations, across districts. However, unlike the correlates of racial achievement gaps, the extensive set of district-level characteristics available in the Stanford Education Data Archive (SEDA) including economic, demographic, segregation, and school characteristics, explain roughly just one-fifth of the geographic variation in Black-white discipline gaps and one-third of the variation in Hispanic-white discipline gaps. This study also finds a modest, statistically significant, positive association between discipline gaps and achievement gaps, even after extensive covariate adjustment. The results of this analysis provide an important step forward in determining the relationship between two forms of persistent inequality that have long plagued the U.S. education system.

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“…School discipline is a balancing act. School administrators have to take into consideration many factors: trying to create a safe environment while maintaining a welcoming climate; treating students equitably and recognizing circumstances that influence behavior; and convincing students with behavior issues to correct their behavior while trying not to interrupt the learning taking place in the classroom (Barrett, McEachin, Mills, & Valant, 2017). Getting discipline right is a very important characteristic of a good school.…”

Section: Ensuring Safety and Learningmentioning

confidence: 99%

“…Getting discipline right is a very important characteristic of a good school. There are many instances where getting discipline wrong is a recipe for disaster (Barrett et al 2017 Morello, et al 2012). These policies are to describe the responsibilities of all students and the consequences when behavior violations occur.…”

Section: Ensuring Safety and Learningmentioning

confidence: 99%

Student perception of the effects of out of school suspension on academic motivation.

Roseberry¹

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My writing partner, Carla, has been my motivator and rock through this. We have laughed and cried together. We have spent thousands of dollars at Panera at our favorite table in the back. To block 18 for the friendships we have formed, the knowledge we have shared and the forever bond that we will always have from this experience. To my family for their unwavering support. If my dad had asked me one more time when I was going to finish this thing, I think I might have screamed! (Just kidding, dad, not kidding really) Pat, my sister/cheerleader, who always made me feel so much smarter than I am, I absolutely adore you and thank you for letting me cry on your shoulder after my tireless writing sessions. To my co-workers and friends at work who were always by my side cheering me to the finish. v To my Lukey, for all of the dishes you did, laundry you washed, trash you took out, meals you had to fix yourself and eat alone, and for your patience when I got home as I fell into bed, you never complained. I am so proud to call you my son. To my Airbear, you always encouraged me and told me how proud you were of me to pursue this degree. I guess it is a competition now as you finish your masters degree in Chemical Engineering. I only hope you start on your doctorate at a much earlier age than I did! I think the longer you wait, the harder it gets! vi

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Disparities and Discrimination in Student Discipline by Race and Family Income

Cited by 68 publications

References 18 publications

Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School

Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School

Understanding the linkages between racial/ethnic discipline gaps and racial/ethnic achievement gaps in the United States

Student perception of the effects of out of school suspension on academic motivation.

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