Behind the Eight Ball: The Effects of Race and Number of Infractions on the Severity of Exclusionary Discipline Sanctions Issued in Secondary School

Autor/inn/en	Blake, Jamilia J.; Smith, Danielle M.; Unni, Asha; Marchbanks, Miner P.; Wood, Steve; Eason, John M.
Titel	Behind the Eight Ball: The Effects of Race and Number of Infractions on the Severity of Exclusionary Discipline Sanctions Issued in Secondary School
Quelle	In: Journal of Emotional and Behavioral Disorders, 28 (2020) 3, S.131-143 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426620937698
Schlagwörter	African American Students; Hispanic American Students; White Students; Racial Bias; Students with Disabilities; Secondary School Students; Ethnicity; Racial Differences; Emotional Disturbances; Discipline; Sanctions; Suspension; Grade 6; Grade 7; Student Characteristics; Grade 8; Grade 9; Grade 10; Grade 11; Probability; Intellectual Disability; Learning Disabilities; Behavior Disorders; At Risk Students; Texas + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Racial discrimination; Rassismus; Disability; Disabilities; Behinderung; Sekundarschüler; Ethnizität; Rassenunterschied; Gefühlsstörung; Disziplin; Sanction; Sanktion; Ausschluss; Schulausschluss; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Intellect; Verstand; Learning handicap; Lernbehinderung
Abstract	African American and Hispanic students receive more punitive school discipline than White students even when students of color commit similar infractions as Whites. Similarly, students with a disability status are more likely to experience harsher discipline in schools compared to their counterparts without a disability label. This study examines whether these discrepancies are a result of a difference in the number of infractions students of different racial/ethnic groups and disability categories commit. Using secondary educational data from a state educational agency in the United States, we demonstrate that African American and Hispanic students and students with an emotional behavioral disorder status receive more severe sanctions than White students and students without a disability label at their first discipline encounter. This racial disparity in discipline severity continues through six sanctions and is eliminated at the 13th sanction. The disability disparity in discipline severity dissipates after 10 sanctions for students with emotional behavioral disorder and intellectual disability. Implications for school personnel and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01