Intersections of Disproportion: A Critical Quantitative Examination of Dis/ability and Gender in Black Students' School Discipline Outcomes

Autor/inn/en	Samimi, Ceema; Jefferson, Noah; Flanagan, Shelby; Anyon, Yolanda
Titel	Intersections of Disproportion: A Critical Quantitative Examination of Dis/ability and Gender in Black Students' School Discipline Outcomes
Quelle	In: Urban Review: Issues and Ideas in Public Education, 55 (2023) 4, S.456-475 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Samimi, Ceema)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-023-00657-6
Schlagwörter	Students with Disabilities; African American Students; Outcomes of Education; Urban Schools; Intersectionality; Suspension; Restorative Practices; Discipline; Law Enforcement; Gender Differences; Emotional Problems; Attention Deficit Hyperactivity Disorder; Special Education + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; African Americans; Afroamerikaner; Lernleistung; Schulerfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausschluss; Schulausschluss; Disziplin; Gesetzesvollzug; Geschlechterkonflikt; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This study uses critical race quantitative intersectionality to examine the impacts of gender and dis/ability type on Black students' school discipline outcomes. We use multilevel logistic regression models to analyze data from a large urban school district, considering the intersectional impact of gender and dis/ability type on school discipline outcomes among Black students (suspension, restorative justice, referral to law enforcement). We found that Black students identified as male, labeled with emotional dis/abilities, or identified as having ADHD were more likely to experience school discipline consequences than those who were not. These findings suggest that gender and dis/ability status are significant correlates of discipline outcomes, indicating that a general focus on race or special education masks important differences in discipline disparities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01