An Exploration of the Relationships between Student Racial Background and the School Sub-Contexts of Office Discipline Referrals: A Critical Race Theory Analysis

Autor/inn/en	Anyon, Yolanda; Lechuga, Chalane; Ortega, Debora; Downing, Barbara; Greer, Eldridge; Simmons, John
Titel	An Exploration of the Relationships between Student Racial Background and the School Sub-Contexts of Office Discipline Referrals: A Critical Race Theory Analysis
Quelle	In: Race, Ethnicity and Education, 21 (2018) 3, S.390-406 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2017.1328594
Schlagwörter	Discipline; Referral; Student Characteristics; Race; Critical Theory; Urban Schools; African American Students; Hispanic American Students; Multiracial Persons; White Students; Disproportionate Representation; Racial Bias; Statistical Analysis; Public Schools; Geographic Location; Elementary School Students; Secondary School Students; Colorado (Denver) + Suchen Sie Ihr Suchwort? Disziplin; Rasse; Abstammung; Kritische Theorie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Mischling; Racial discrimination; Rassismus; Statistische Analyse; Public school; Öffentliche Schule; Sekundarschüler
Abstract	A growing body of research indicates that exclusionary school discipline practices disproportionately impact students of color. Some scholars have theorized that racial disparities likely vary across school sub-contexts, as implicit bias in perceptions of student behavior may be more influential in locations where students and adults have weaker relationships (e.g. bathrooms and hallways, compared to the classroom). Guided by Critical Race Theory, this study used administrative data from a large urban school district (n = 20,166 discipline incidents, 9,170 students, and 185 schools) to consider the relationship between student race and the locations where youth are disciplined. Results indicate that Black, Latino/a, and Multiracial youth were no more likely than White students to have a discipline incident take place outside the classroom. These findings suggest attention is needed to the role of systemic bias and colorblind policies and practices in discipline disparities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01