Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline

Autor/inn/en	Skiba, Russell J.; Horner, Robert H.; Chung, Choong-Geun; Rausch, M. Karega; May, Seth L.; Tobin, Tary
Titel	Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline
Quelle	In: School Psychology Review, 40 (2011) 1, S.85-107 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Racial Differences; Ethnicity; Suspension; Academic Achievement; Disproportionate Representation; Behavior Problems; Educational Environment; Internet; School Personnel; Hispanic American Students; African American Students; Discipline; Referral; Elementary School Students; Middle School Students; Information Systems; Regression (Statistics) + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; Ausschluss; Schulausschluss; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulpersonal; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Disziplin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Regression; Regressionsanalyse
Abstract	Discipline practices in schools affect the social quality of each educational environment, and the ability of children to achieve the academic and social gains essential for success in a 21st century society. We review the documented patterns of office discipline referrals in 364 elementary and middle schools during the 2005-2006 academic year. Data were reported by school personnel through daily or weekly uploading of office discipline referrals using the Web-based School-wide Information System. Descriptive and logistic regression analyses indicate that students from African American families are 2.19 (elementary) to 3.78 (middle) times as likely to be referred to the office for problem behavior as their White peers. In addition, the results indicate that students from African American and Latino families are more likely than their White peers to receive expulsion or out of school suspension as consequences for the same or similar problem behavior. These results extend and are consistent with a long history of similar findings, and argue for direct efforts in policy, practice, and research to address ubiquitous racial and ethnic disparities in school discipline. (Contains 5 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10