Suspended While Black in Majority White Schools: Implications for Math Efficacy and Equity

Autor/inn/en	Johnson, Odis, Jr.; Jabbari, Jason
Titel	Suspended While Black in Majority White Schools: Implications for Math Efficacy and Equity
Quelle	In: Educational Forum, 86 (2022) 1, S.26-50 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jabbari, Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2022.1997312
Schlagwörter	Suspension; African American Students; Institutional Characteristics; Whites; Self Efficacy; Equal Education; High School Students; Racial Differences; Longitudinal Studies; Mathematics Achievement; Student Attitudes; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; White; Weißer; Self-efficacy; Selbstwirksamkeit; High school; High schools; Oberschule; Rassenunterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten
Abstract	This article explores whether racial disparities in mathematics arise in majority White schools for students who receive in-school suspensions (ISS). Using data from the High School Longitudinal Survey and machine learning generated propensity scores to estimate average treatment effects, we find Black suspended students in schools with low White enrollment have math test scores and efficacy beliefs no different than non-suspended Black students, but experience declines in their math scores as the percentage of White enrollment increases. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01