Disciplinary Consequence Differences in Grade 6 Students as a Function of Race, Ethnicity, and Economic Status

Autor/inn/en	Khan, Myriam Quintero; Slate, John R.
Titel	Disciplinary Consequence Differences in Grade 6 Students as a Function of Race, Ethnicity, and Economic Status
Quelle	In: Journal of School Administration Research and Development, 1 (2016) 1, S.36-43 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-8496
Schlagwörter	Grade 6; Racial Differences; Ethnicity; Socioeconomic Status; African American Students; Hispanic American Students; White Students; Suspension; Discipline Problems; Nontraditional Education; Statistical Analysis; Statistical Inference; Disproportionate Representation; Economically Disadvantaged; Racial Bias; Social Bias; Student Records; Public Schools; Texas + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Ausschluss; Schulausschluss; Non-traditional education; Alternative Erziehung; Statistische Analyse; Inferential statistics; Schließende Statistik; Racial discrimination; Rassismus; Schülerakte; Public school; Öffentliche Schule
Abstract	In this investigation, we used Texas statewide data to determine the extent to which inequities were present in the assignment of school disciplinary consequences. Specifically examined were the assignment of in-school suspension, out-of-school suspension, and disciplinary alternative education program placement to grade 6 Black, Hispanic, and White students by their economic status in Texas public schools. Inferential analyses yielded statistically significant differences for each disciplinary consequence within each ethnic/racial group. Students who were economically disadvantaged received statistically significantly more instances of each disciplinary consequence than their same ethnic/racial peers who were not economically disadvantaged. Of note was the very high numbers of grade 6 students who were assigned these disciplinary consequences. A clear lack of equity was demonstrated in the assignment of disciplinary consequences to grade 6 Black, Hispanic, and White students by their economic status. As such, school administrators and educational leaders are urged to evaluate their own discipline programs to ascertain the degree to which they have equity in the assignment of disciplinary consequences in the students they serve. (As Provided).
Anmerkungen	Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: http://www.jsard.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01