A Clear Lack of Equity in Disciplinary Consequences for Black Girls in Texas: A Statewide Examination

Autor/inn/en	Slate, John R.; Gray, Pamela L.; Jones, Brandolyn
Titel	A Clear Lack of Equity in Disciplinary Consequences for Black Girls in Texas: A Statewide Examination
Quelle	In: Journal of Negro Education, 85 (2016) 3, S.250-260 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.85.3.0250
Schlagwörter	Discipline; African American Students; Females; Disproportionate Representation; Suspension; Nontraditional Education; Hispanic American Students; White Students; Public Schools; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Elementary School Students; Middle School Students; High School Students; Texas + Suchen Sie Ihr Suchwort? Disziplin; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Ausschluss; Schulausschluss; Non-traditional education; Alternative Erziehung; Hispanic; Hispanic Americans; Hispanoamerikaner; Public school; Öffentliche Schule; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	In this investigation, the authors used Texas statewide data to determine the extent to which inequities were present in the assignment of disciplinary consequences for Black girls. Specifically examined were the assignment of in-school suspension, out-of-school suspension, and disciplinary alternative education program placement to all Black, Hispanic, and White girls in Texas Grades 4 through 11. Inferential statistical procedures yielded statistically significant differences in disciplinary consequence assignment to girls at each grade level. At every grade level, higher percentages of out-of-school suspensions were received by Black girls than by either White or Hispanic girls. Of interest was the sharp increases in disciplinary consequence assignment at Grades 6 and 9, both transition years for most students. A clear lack of equity was demonstrated in the assignment of disciplinary consequences to Black girls in all grade levels. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01