Classroom Disruptiveness and Racial, Ethnic, and Gender Disparities in Office Discipline Referrals

Autor/in	Lehmann, Peter S.
Titel	Classroom Disruptiveness and Racial, Ethnic, and Gender Disparities in Office Discipline Referrals
Quelle	In: Journal of School Violence, 22 (2023) 4, S.581-594 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lehmann, Peter S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2023.2255131
Schlagwörter	Student Behavior; Behavior Problems; Racial Differences; Ethnicity; Gender Differences; Discipline; Referral; African American Students; Hispanic American Students; Grade 8; Grade 10; Middle School Students; High School Students; Racism; Gender Bias + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Disziplin; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Rassismus; Geschlechterstereotyp
Abstract	Prior research has shown that Black and Hispanic students are more likely to experience office discipline referrals than White youth, and the magnitude of these inequalities has been found to vary by gender. However, it remains unclear whether racial/ethnic and gender disparities in office referrals might be amplified among students in more disruptive classroom environments. Analyses of data from the 2012-2021 8th/10th grade cohorts of the Monitoring the Future survey (N = 70,442) reveal that, among male youth, Black- and Hispanic-White differences in office referrals are substantially weaker for students who describe their classrooms as more disruptive. In contrast, the heightened risk of an office referral for minority female students relative to White females increases in correspondence with higher levels of classroom disruptiveness. (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	2024/1/01