Equal time for equal crime? Racial bias in school discipline

Shi, Ying; Zhu, Maria

doi:10.1016/j.econedurev.2022.102256

Cited by 18 publications

(5 citation statements)

References 20 publications

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“…Lower rates of negative emotion (for Latino/a/e and Asian students compared to White students) reflect a disparity just as critical to understand and mitigate as do higher rates of negative emotion (for Black students compared to White students). Perhaps teachers report less negative emotion for Latino/a/e students compared to White students because of differences in infraction severity or perceived probability of a repeat offense (Shi & Zhu, 2022). These contentions deserve greater treatment in future work.…”

Section: Discussionmentioning

confidence: 99%

Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline

Markowitz

Kittelman

Girvan

et al. 2023

Educational Researcher

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The comments teachers write when sending students to the office have the potential to increase our understanding of how bias may contribute to longstanding racial disparities in school discipline. However, large-scale analysis of open text has traditionally had a prohibitive cost. Through natural language processing techniques, we examined over 3.5 million office discipline records from national samples of more than 4,000 schools for whether teachers’ linguistic patterns differed when describing incidents depending on the race/ethnicity and gender of the students. Results of such analyses consistently showed that teachers wrote longer descriptions and included more negative emotion when disciplining Black compared to White students, especially for Black girls. In conjunction with psychology of language theory, the patterns suggest that teachers may perceive and process student behavior differently depending on student identities. Implications of the findings and potential for research on naturally occurring language data in education are discussed.

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Section: Discussionmentioning

confidence: 99%

Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline

Markowitz

Kittelman

Girvan

et al. 2023

Educational Researcher

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“…More recent research has identified these disparities persist within incidents. Even after controlling for number of discipline incidents each student received previous to an incident, students who are identified as Black were more likely to be suspended and to be suspended for longer compared to White students engaged in the same discipline incident (Shi & Zhu, 2022). What can be said of the complexity of racial disparities is that schools are systems with multiple levels of decision-making that influence student outcomes.…”

Section: Disparities Are Robust and Complexmentioning

confidence: 99%

National patterns of vulnerable decision points in school discipline

Austin,

McIntosh,

Girvan

2024

Journal of School Psychology

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“…School environments then become places where White bodies are easily forgiven or empathized with, whereas Black bodies are punished despite the availability of flexibility and leniency extended to White students. A growing number of recent studies have provided empirical evidence of Black students’ experiences with differential treatment from teachers and school leaders who punish Black students more often, more harshly, and for longer periods of time than White students for similar behaviors (both subjective and nonsubjective disciplinary infractions) or the same incident (Barrett et al, 2021; Carter et al, 2017; Lewis & Diamond, 2015; Liu et al, 2022; Rodriguez & Welsh, 2022; Shi & Zhu, 2022; Skiba et al, 2002; Welsh, 2022; Welsh & Rodriguez, 2023). For instance, Barrett et al (2021) found that Black students receive longer suspensions than their White counterparts also involved in the same, interracial fight (i.e., students of different racial backgrounds in the same fight or involved in the same incident type).…”

Section: Antiblackness In School Disciplinementioning

confidence: 99%

Adding Color to My Tears: Toward a Theoretical Framework for Antiblackness in School Discipline

Sobti,

Welsh

2023

Educational Researcher

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Persistent racial disparities in students’ disciplinary outcomes have been one of the most concerning educational policy and equity topics for decades. Despite the hypervisibility of Black students in school discipline conversations, research and practice evade a focus on anti-Black racism. In this essay, we draw from Black Critical Theory (BlackCrit) to present a theoretical framework that researchers and educational stakeholders can use to specify, study, and understand antiblackness in school discipline. We outline and discuss six interrelated theoretical constructs of the Antiblackness in School Discipline framework: (a) “Trading Away the Black,” (b) “Whites as Propertied,” (c) Intersecting Blackness, (d) Racial Neoliberalism, (e) La Petite Misère, and (f) Internalized Racism. Examples of studies providing empirical support for these theoretical tenets are also discussed, and suggestions for utilizing this framework in scholarship, policy, and practice are also offered.

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Equal time for equal crime? Racial bias in school discipline

Cited by 18 publications

References 20 publications

Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline

Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline

National patterns of vulnerable decision points in school discipline

Adding Color to My Tears: Toward a Theoretical Framework for Antiblackness in School Discipline

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