JUE Insight: From referrals to suspensions: New evidence on racial disparities in exclusionary discipline

Who refers whom? The effects of teacher characteristics on disciplinary office referrals

“…They also contribute to our growing knowledge of the disciplinary referral process that results in unequal rates of exclusionary discipline (Liu, Hayes, & Gershenson, 2022). It is here that our findings have rich policy implications: for example, to reduce the overall use of punitive strategies and ameliorate racial disparities in exclusionary discipline, providing targeted support for certain groups of teachers, such as novice teachers, might prove fruitful.…”

“…Racial disparities in exclusionary discipline (i.e., suspensions) exist both between and within U.S. public schools (Barrett et al, 2019;Chin, 2021;Kinsler, 2011;Liu, Hayes, & Gershenson, 2022). Specifically, Black students are suspended from school at significantly higher rates than any other demographic group.…”

“…First, suspensions are harmful in the sense that they likely hinder economic mobility and related long-run outcomes (Bacher-Hicks et al, 2019;Sorensen et al, in press;Weisburst, 2019). Second, these racial disparities in exclusionary discipline are at least partly due to systematic biases, or "intentional discrimination," in schools' handling of student indiscipline (Barrett et al, 2019;Liu, Hayes, & Gershenson, 2022;Shi & Zhu, 2022).…”

Adding Insult to Injury: Arrests Reduce Attendance through Institutional Mechanisms

“…The criminalization of discipline is significantly more common in schools that predominantly serve students of color (Gregory et al 2010; Gregory, Skiba, and Mediratta 2017; Wacquant 2001). These disparities are observed within schools as well, with some estimates suggesting that two thirds of the black white gap in suspensions can be attributed to within school differences (Liu, Hayes, and Gershenson 2022). Even when white and nonwhite students are involved in the same incident, nonwhite students are more likely to be suspended (Barrett et al 2021; Liu et al 2022).…”

“…These disparities are observed within schools as well, with some estimates suggesting that two thirds of the black white gap in suspensions can be attributed to within school differences (Liu, Hayes, and Gershenson 2022). Even when white and nonwhite students are involved in the same incident, nonwhite students are more likely to be suspended (Barrett et al 2021; Liu et al 2022). As a result, suspensions contribute to racial gaps in the experience of punishment and academic achievement (Gregory et al 2010; Morris and Perry 2016).…”