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AutorenAnnamma, Subini Ancy; Anyon, Yolanda; Joseph, Nicole M.; Farrar, Jordan; Greer, Eldridge; Downing, Barbara; Simmons, John
TitelBlack Girls and School Discipline: The Complexities of Being Overrepresented and Understudied
QuelleIn: Urban Education, 54 (2019) 2, S.211-242 (32 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0042-0859
DOI10.1177/0042085916646610
SchlagwörterCritical Theory; Race; Feminism; African American Students; Females; Discipline; Urban Schools; Racial Differences; Suspension; Law Enforcement; Referral; Disproportionate Representation; Expulsion; Racial Bias; Elementary School Students; Student Characteristics; Asian American Students; Hispanic American Students; Multiracial Persons; White Students; Elementary Secondary Education; Middle School Students; High School Students; Colorado (Denver)
AbstractUsing Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls' exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate analysis to determine whether these patterns held after accounting for other identity markers. Finally, we used Critical Discourse Analysis to consider whether office referrals for Black girls were for subjective or objective behaviors and whether they aligned with dominant narratives. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/1/02
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