Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005

Autor/inn/en	Wallace, John M., Jr.; Goodkind, Sara; Wallace, Cynthia M.; Bachman, Jerald G.
Titel	Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005
Quelle	In: Negro Educational Review, 59 (2008) 1-2, S.47-62 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0548-1457
Schlagwörter	Discipline; American Indians; Disproportionate Representation; Asian Americans; Gender Differences; High School Students; Adolescents; Racial Differences; Socioeconomic Influences; Socioeconomic Status; African American Students; White Students; Hispanic American Students; Regression (Statistics); Predictor Variables; Zero Tolerance Policy; Questionnaires; Trend Analysis; United States + Suchen Sie Ihr Suchwort? Disziplin; American Indian; Indianer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Rassenunterschied; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Regression; Regressionsanalyse; Prädiktor; Fragebogen; Trendanalyse
Abstract	Large nationally representative samples of White, Black, Hispanic, Asian American, and American Indian students were used in this study to examine current patterns and recent trends in racial, ethnic, and gender differences in school discipline from 1991 to 2005. Findings revealed that Black, Hispanic, and American Indian youth are slightly more likely than White and Asian American youth to be sent to the principal's office and two to five times more likely to be suspended or expelled. Although school discipline rates decreased over time for most racial and ethnic groups, the rates for Black students' school disciplinary measures increased between 1991 and 2005. Logistic regression analyses that controlled for racial and ethnic differences in sociodemographic factors suggest that those differences in school discipline do not result from differences in socioeconomic status. Authors suggest that future research and practice efforts seek to better understand and to eliminate racial, ethnic, and gender disproportionality as a first step in school discipline. (Contains 3 tables, 1 figure, and 3 footnotes.) (As Provided).
Anmerkungen	Negro Educational Review, Inc. NER Editorial Offices, School of Education, 1601 East Market Street, Greensboro, NC 27411. Tel: 412-648-7320; Fax: 412-648-7081; Web site: http://www.oma.osu.edu/vice_provost/ner/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10