Continued Disparate Discipline: Theorizing State Takeover Districts' Impact on the Continued Oppression of Black Girls

Autor/inn/en	Nelson, Steven L.; Ridgeway, Monica Lynn; Baker, Timberly L.; Green, Cassandra D.; Campbell, Tiffany
Titel	Continued Disparate Discipline: Theorizing State Takeover Districts' Impact on the Continued Oppression of Black Girls
Quelle	In: Urban Education, 57 (2022) 7, S.1230-1258 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nelson, Steven L.) ORCID (Baker, Timberly L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918805144
Schlagwörter	Blacks; African American Students; Females; Discipline; School Districts; State Action; Power Structure; Disadvantaged; Social Discrimination; Urban Schools; State School District Relationship; Correctional Institutions; Educational Change; Boards of Education; Behavior Patterns; Racial Bias; Michigan (Detroit); Tennessee (Memphis); Louisiana (New Orleans) + Suchen Sie Ihr Suchwort? Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Disziplin; School district; Schulbezirk; Staatliche Intervention; Soziale Benachteiligung; Soziale Schließung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Staatliches Schulamt; Jugendstrafvollzug; Bildungsreform; Ausschuss; Racial discrimination; Rassismus
Abstract	The state takeover of schools in predominantly Black communities has not disrupted the racial subjugation of Black girls. Using proportional analyses and Detroit, Memphis, and New Orleans as research sites, we find that the takeover of school districts does not produce statistically weaker associations with the use of harsh disciplinary practices against Black girls. This finding is important in the context of education reform, as researchers begin to question the motives and outcomes of education reforms. Moreover, this study is important to literature that considers the civil rights that Black communities must forego for the promise of better schools. Finally, this finding is relevant to extant conversations in urban education, especially as those conversations consider the school-to-prison pipeline and disparate disciplinary outcomes for Black girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01