The Relative Contribution of Subjective Office Referrals to Racial Disproportionality in School Discipline

Autor/inn/en	Girvan, Erik J.; Gion, Cody; McIntosh, Kent; Smolkowski, Keith
Titel	The Relative Contribution of Subjective Office Referrals to Racial Disproportionality in School Discipline
Quelle	In: School Psychology Quarterly, 32 (2017) 3, S.392-404 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000178
Schlagwörter	African American Students; White Students; Disproportionate Representation; Racial Differences; Referral; Discipline Problems; Social Bias; Information Storage; Racial Bias; Institutional Characteristics; Socioeconomic Influences; Elementary Schools; Middle Schools; High Schools + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Informationsspeicherung; Racial discrimination; Rassismus; Sozioökonomischer Faktor; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	To improve our understanding of where to target interventions, the study examined the extent to which school discipline disproportionality between African American and White students was attributable to racial disparities in teachers' discretionary versus nondiscretionary decisions. The sample consisted of office discipline referral (ODR) records for 1,154,686 students enrolled in 1,824 U.S. schools. Analyses compared the relative contributions of disproportionality in ODRs for subjectively and objectively defined behaviors to overall disproportionality, controlling for relevant school characteristics. Results showed that disproportionality in subjective ODRs explained the vast majority of variance in total disproportionality. These findings suggest that providing educators with strategies to neutralize the effects of implicit bias, which is known to influence discretionary decisions and interpretations of ambiguous behaviors, may be a promising avenue for achieving equity in school discipline. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01