The Discipline Gap in Context: The Role of School Racial and Ethnic Diversity and within School Positionality on Out-of-School Suspensions

Autor/inn/en	Smith, Lora Henderson; Bottiani, Jessika H.; Kush, Joseph M.; Bradshaw, Catherine P.
Titel	The Discipline Gap in Context: The Role of School Racial and Ethnic Diversity and within School Positionality on Out-of-School Suspensions
Quelle	(2023), (59 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Discipline; Racism; Racial Differences; African American Students; Suspension; Disproportionate Representation; School Psychologists; Counselor Role; Professional Development; Training; Decision Making; Critical Race Theory; Predominantly White Institutions; Predictor Variables; Racial Composition; Low Income Students; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Disziplin; Rassismus; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Ausbildung; Decision-making; Entscheidungsfindung; Prädiktor; Sekundarschüler
Abstract	Disparities in exclusionary discipline practices are well-documented; however, variation in Black students' disciplinary experiences across different racial and ethnic school compositions remains understudied. Utilizing a state-wide dataset (N = 769,050 students in J = 1296 schools), we examined student- and school-level factors that contribute to suspensions for Black students across schools with varying racial and ethnic diversity. Consistent with prior research, we found that Black students were disproportionately suspended more often, for more days, and more likely for soft offenses. We also found that students in majority Black schools (i.e., those where more than 50% of the students were Black) had the highest unadjusted rates of suspension. However, when controlling for multiple other student- and school-level characteristics, including overall suspension rates, we found that Black students attending majority White schools had a higher adjusted risk of suspension than in majority Black or heterogenous diverse schools, suggesting higher rates of differential treatment in White majority schools. We discuss the implications of these results regarding the role school psychologists play in supporting professional development, training, and data-based decision making related to reducing disproportionality. [This paper was published in "Journal of School Psychology" v98 p61-77 2023.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01