Individual- and School-Level Predictors of Student Office Disciplinary Referrals

Autor/inn/en	Martinez, Andrew; McMahon, Susan D.; Treger, Stan
Titel	Individual- and School-Level Predictors of Student Office Disciplinary Referrals
Quelle	In: Journal of Emotional and Behavioral Disorders, 24 (2016) 1, S.30-41 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426615588289
Schlagwörter	Referral; Discipline Problems; Predictor Variables; Student Characteristics; Institutional Characteristics; At Risk Students; Critical Theory; Race; Social Theories; Poverty; Urban Schools; Minority Group Students; African American Students; Racial Composition; Correlation; Aggression; Disproportionate Representation; Teacher Student Ratio; Elementary School Students; Middle School Students; Student Records; Hypothesis Testing; Age Differences; Gender Differences; Racial Differences; Ethnic Groups + Suchen Sie Ihr Suchwort? Prädiktor; Kritische Theorie; Rasse; Abstammung; Gesellschaftstheorie; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Korrelation; Lehrer-Schüler-Relation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schülerakte; Hypothesenprüfung; Hypothesentest; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rassenunterschied; Ethnie
Abstract	Research has widely documented the over-representation of office disciplinary referrals (ODRs) among specific student groups (e.g., African American, boys). Despite extant research documenting individual-level predictors of ODRs, few studies have accounted for the nested structure of the settings in which these events occur. Guided by critical race theory and social-ecological theory, this study uses multilevel modeling to examine individual- and school-level predictors of student ODRs. Archival data were examined among 1,442 students in a high-poverty urban school district. The majority of students were male (66.4%), African American (56.2%), and in middle school (63.2%). Results revealed that individual-level characteristics significantly predicted student disciplinary referrals even when accounting for school-level variables. Racial/ethnic-minority concentration was positively associated with ODRs for physically aggressive behavior. Finally, results revealed moderation effects, such that schools with lower student-teacher ratios had more ODRs for physically aggressive behavior among students in elementary school grades. Schools with higher student-teacher ratios had more ODRs for insubordination among middle school students. This study illustrates that disproportionality among African American students remains, even when compared with other ethnic-minority groups within a high-poverty urban context, and that school-level factors (e.g., racial/ethnic concentration, student-teacher ratio) are associated with office referral rates. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01