Black and White Female Disproportional Discipline K-12

Autor/inn/en	Hassan, Hamida Hussein; Carter, Vernon Brooks
Titel	Black and White Female Disproportional Discipline K-12
Quelle	In: Education and Urban Society, 53 (2021) 1, S.23-41 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carter, Vernon Brooks)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124520915571
Schlagwörter	Discipline; Disproportionate Representation; At Risk Students; African American Students; White Students; Females; Academic Achievement; Delinquency; Suspension; Stereotypes; Gender Bias; Racial Bias; Self Esteem; Zero Tolerance Policy; Juvenile Justice; Elementary Secondary Education; Expulsion; Massachusetts; New Jersey; Utah; New Hampshire; Iowa; New Mexico; Louisiana; South Carolina; Alabama; Mississippi + Suchen Sie Ihr Suchwort? Disziplin; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Schulleistung; Kriminalität; Ausschluss; Schulausschluss; Klischee; Geschlechterstereotyp; Racial discrimination; Rassismus; Self-esteem; Selbstaufmerksamkeit; Jugendgerichtshilfe; Relegation; Master-Studiengang
Abstract	The school-to-prison pipeline represents an educational environment that allows public schools to push many at-risk children out of school and into the juvenile justice or the adult criminal justice system. Consequently, this study explores the disproportionate rates of discipline when comparing Black and White female students in the national public-school system. Specifically, this research explored discipline outcomes for Black and White female students in kindergarten through 12th grade in five of the best academically performing states in the United States compared with five of the worse academically ranked states in the United States. Using the Civil Rights Data Collection (CRDC) of 2013-2014 data, the exploration found Black female students were disproportionately suspended compared with White female students in both the high and low academically performing states. Similarly, Black female students experienced disproportionality rates (overrepresented) compared with White female students for school-related arrests. Overall, the disproportionality rates for Black female students suspended and arrested compared with White female students were higher in the academically higher ranked states. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01