The discipline gap in context: The role of school racial and ethnic diversity and within school positionality on out-of-school suspensions.

Autor: Smith LH; University of Virginia, School of Education and Human Development, United States of America. Electronic address: ljh5sk@virginia.edu., Bottiani JH; University of Virginia, School of Education and Human Development, United States of America., Kush JM; James Madison University, Center for Assessment and Research Studies & Department of Graduate Psychology, United States of America., Bradshaw CP; University of Virginia, School of Education and Human Development, United States of America; Johns Hopkins University, Bloomberg School of Public Health, United States of America.
Jazyk: angličtina
Zdroj: Journal of school psychology [J Sch Psychol] 2023 Jun; Vol. 98, pp. 61-77. Date of Electronic Publication: 2023 Mar 14.
DOI: 10.1016/j.jsp.2023.02.006
Abstrakt: Disparities in exclusionary discipline practices are well-documented; however, variation in Black students' disciplinary experiences across different racial and ethnic school compositions remains understudied. Utilizing a state-wide dataset (N = 769,050 students in J = 1296 schools), we examined student- and school-level factors that contribute to suspensions for Black students across schools with varying racial and ethnic diversity. Consistent with prior research, we found that Black students were disproportionately suspended more often, for more days, and more likely for soft offenses. We also found that students in majority Black schools (i.e., those where >50% of the students were Black) had the highest unadjusted rates of suspension. However, when controlling for multiple other student- and school-level characteristics, including overall suspension rates, we found that Black students attending majority White schools had a higher adjusted risk of suspension than in majority Black or heterogenous diverse schools, suggesting higher rates of differential treatment in White majority schools. We discuss the implications of these results and the role school psychologists play in supporting professional development, training, and data-based decision making to reduce disproportionality.
(Copyright © 2023 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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