Tail, Tusk, and Trunk: What Different Metrics Reveal about Racial Disproportionality in School Discipline

Autor/inn/en	Girvan, Erik J.; McIntosh, Kent; Smolkowski, Keith
Titel	Tail, Tusk, and Trunk: What Different Metrics Reveal about Racial Disproportionality in School Discipline
Quelle	In: Educational Psychologist, 54 (2019) 1, S.40-59 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smolkowski, Keith) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2018.1537125
Schlagwörter	Discipline; Racial Differences; Racial Bias; Disproportionate Representation; Measurement Techniques; Intervention; At Risk Students; Minority Group Students; Middle Schools; African American Students; Elementary School Students; Secondary School Students; Junior High School Students; Hispanic American Students; Asian American Students; American Indian Students + Suchen Sie Ihr Suchwort? Disziplin; Rassenunterschied; Racial discrimination; Rassismus; Messtechnik; Middle school; Mittelschule; Mittelstufenschule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sekundarschüler; Junior High Schools; Sekundarstufe I; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA
Abstract	There are substantial racial disparities in school discipline but little agreement on how best to measure them. The choice of metric can influence conclusions about the magnitude of racial discipline disproportionality and intervention effectiveness. This article describes 2 common (risk ratio, risk difference) and 3 relatively novel (standardized effect size, raw differential representation, discipline rate) approaches to evaluating racial disproportionality, with illustrations of their strengths and weaknesses. Its concludes with a discussion of the metrics and a recommendation that researchers and policymakers consider the raw number of students of color differentially disciplined, as among the easiest to understand, the most stable, and capturing the widest range of information. Even so, no metric captures all relevant aspects of disproportionality. Accordingly, researchers and policymakers should be deliberate in their specific aims in measuring discipline disproportionality and select a combination of metrics that provides information most responsive to their goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01