Skip to main content
SpringerLink
Log in

Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders

  • Published:
The Urban Review Aims and scope Submit manuscript

Abstract

There is a large body of research examining the discipline experiences of Black males (Lewis et al. in Souls: A Critical Journey of Black Politics, Culture, and Society, 2009; Skiba et al. in The Urban Review, 34, 317–348, 2002); however, less is known about the types of behavioral infractions Black female students exhibit and the discipline sanctions imposed for Black girls for such infractions. As a result, the purpose of this study is to examine the type of discipline infractions exhibited by Black female students enrolled in an urban school district and to explore whether the pattern of discipline infractions and sanctions imposed for Black girls disproportionately differs from all female students, but more specifically White and Hispanic females. Results suggest that Black girls are overrepresented in exclusionary discipline practices and Black girls reason for discipline referrals differs significantly from White and Hispanic girls. Based on these findings, recommendations are provided for urban educational stakeholders.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. We use females and girls interchangeably in this study for readability.

References

  • Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent research on troublesome classroom beahviour: A review. Australian Journal of Special Education, 31, 45–60.

    Article  Google Scholar 

  • Brown, L. M., & Gilligan, C. (1993). Meeting at the crossroads: Women’s psychology and girl development. Feminism & Psychology, 3, 11–35.

    Article  Google Scholar 

  • Center for Disease Control and Prevention. (2006). Youth risk behavioral surveillance. Morbidity and Mortality Weekly Report Surveillance Summaries, 55. Retrieved December 15, 2007, from www.cdc.gov/mmwr/indss_2006.html.

  • Clark, M. D., Petras, H., Kellam, S. G., Ialongo, N., & Poduska, J. M. (2003). Who’s most at risk for school removal and later juvenile delinquency? Effects of early risk factors, gender, school/community poverty, and their impact on more distal outcomes. Women & Criminal Justice, 14, 89–116.

    Article  Google Scholar 

  • Collins, P. H. (2004). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). New York: Routledge.

    Google Scholar 

  • Costenbader, V., & Markson, S. (1998). School suspension: A study with secondary school students. Journal of School Psychology, 36, 59–82.

    Article  Google Scholar 

  • Crick, N. R. (1997). Engagement in gender normative versus nonnormative forms of aggression: links to social-psychological adjustment. Developmental Psychology, 33, 610–617.

    Article  Google Scholar 

  • Downey, D. B., & Pribesh, S. (2004). When race matters: Teachers’ evaluations of students’ classroom behavior. Sociology of Education, 77, 267–282.

    Article  Google Scholar 

  • Ekstrom, R. B., Goertz, M. E., Pollack, J. M., & Rock, D. A. (1986). Who drops out of high school and why? Findings from a national study. Teachers College Record, 87, 357–373.

    Google Scholar 

  • Estell, D. B., Farmer, T. W., Pearl, R., Van Acker, R., & Rodkin, P. C. (2008). Social status and aggressive and disruptive behavior in girls: Individual, group, and classroom influences. Journal of School Psychology, 46, 193–212.

    Article  Google Scholar 

  • Evans, G. (1988). Those loud black girls. In D. Spender & E. Sarah (Eds.), Learning to lose: Sexism and education (2nd ed., pp. 183–190). London: Women’s Press.

    Google Scholar 

  • Farmer, T. W., Goforth, J. B., Clemmer, J. T., & Thompson, J. H. (2004). School discipline problems in rural Black early adolescents: Characteristics of students with major, minor, and no offenses. Behavioral Disorders, 29, 317–336.

    Google Scholar 

  • Fenning, P., & Rose, J. (2007). Overrepresentation of African American students in exclusionary discipline: The role of school policy. Urban Education, 42, 536–559.

    Article  Google Scholar 

  • Grant, L. (1984). Black girls’ “place” in desegregated classrooms. Sociology of Education, 57, 98–111.

    Article  Google Scholar 

  • Gregory, J. F. (1995). The crime of punishment: Racial and gender disparities in the use of corporal punishment in US public schools. Journal of Negro Education, 64, 454–462.

    Article  Google Scholar 

  • Gregory, J. F. (1997). Three strikes and they’re out: Black boys and American schools’ responses to misbehavior. International Journal of Adolescence and Youth, 7, 25–34.

    Google Scholar 

  • Gregory, A., & Mosely, P. M. (2004). The discipline gap: Teachers’ views on the over-representation of African American students in the discipline system. Equity & Excellence in Education, 37, 18–30.

    Article  Google Scholar 

  • Gregory, A., & Weinstein, S. R. (2008). The discipline gap and African Americans: Defiance or cooperation in the high school classroom. Journal of School Psychology, 46, 55–475.

    Article  Google Scholar 

  • Huberty, C. J., & Olejnik, S. (2006). Applied MANOVA and discriminant analysis (2nd ed.). New York: Wiley.

    Book  Google Scholar 

  • Hughes, J., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1–14.

    Article  Google Scholar 

  • Kokkinos, C. M., Panayiotou, G., & Davazoglou, A. M. (2004). Perceived seriousness of pupils’ undesirable behaviours: The student teachers’ perspective. Educational Psychology, 24, 109–120.

    Article  Google Scholar 

  • Kunjufu, J. (2002). Black students/middle class teachers. Chicago: African American Images.

    Google Scholar 

  • Ladner, J. (1979). Tomorrow’s tomorrow: The black woman. Lincoln: University of Nebraska Press.

    Google Scholar 

  • Ladson-Billings, G. (2006). Yes, but how do we do it?: Practicing culturally relevant pedagogy. In J. Landsman & C. Lewis (Eds.), White teachers/diverse classrooms: A guide for building inclusive schools, promoting high expectations and eliminating racism (pp. 29–42). Sterling, VA: Stylus.

    Google Scholar 

  • Landsman, J., & Lewis, C. (2006). White teachers/diverse classrooms: A guide for building inclusive schools, promoting high expectations and eliminating racism. Sterling, VA: Stylus.

    Google Scholar 

  • Lewis, C. W., Bonner, F. A. II., Long, J., Hill-Jackson, V., Bowman-Perrott, L., & James, M. (2009). An exploratory descriptive analysis into the behavior patterns of African American males in a midwestern school district: Implications for teachers, counselors, administrators, policymakers, and politicians. Souls: A Critical Journey of Black Politics, Culture, and Society (in press).

  • Mahalik, J. R., Morray, E. B., Coonerty-Femiano, A., Ludlow, L. H., Slattery, S. M., & Smiler, A. (2005). Development of the conformity to feminine norms inventory. Sex Roles, 52, 417–435.

    Article  Google Scholar 

  • McFadden, A. C., & Marsh, G. E., I. I. (1992). A study of race and gender bias in the punishment of school children. Education and Treatment of Children, 15, 140–147.

    Google Scholar 

  • Monroe, C. R. (2005). Why are “Bad Boys” always Black? Causes of disproportionality in school discipline and recommendations for change. The Clearing House, 79, 45–50.

    Article  Google Scholar 

  • Monroe, C. R., & Obidah, J. E. (2004). The influence of cultural synchronization on a teacher’s perceptions of disruption: A case study of an African American middle-school classroom. Journal of Teacher Education, 55, 256–268.

    Article  Google Scholar 

  • Morris, E. W. (2005). “Tuck in that shirt!” race, class, gender, and discipline in an urban middle school. Sociological Perspectives, 48, 25–48.

    Article  Google Scholar 

  • Morris, E. W. (2007). “Ladies” or “Loudies”? Perceptions and experiences of Black girls in classrooms. Youth and Society, 38, 490–515.

    Article  Google Scholar 

  • Myhill, D., & Jones, S. (2006). ‘She doesn’t shout at no girls’: Pupils’ perceptions of gender equity in the classroom. Cambridge Journal of Education, 36, 99–113.

    Article  Google Scholar 

  • Netzel, D. M., & Eber, L. (2003). Shifting from reactive to proactive discipline in an urban school district: A change of focus through PBIS implementation. Journal of Positive Behavior Interventions, 5(2), 71–79.

    Article  Google Scholar 

  • Olser, A. (2006). Excluded girls: interpersonal, institutional and structural violence in schooling. Gender and Education, 18, 571–589.

    Article  Google Scholar 

  • Putallaz, M., Grimes, C. L., Foster, K. J., Kupersmidt, J. B., Coie, J. D., & Dearing, K. (2007). Overt and relational aggression and victimization: Multiple perspectives within a school setting. Journal of School Psychology, 45, 523–547.

    Article  Google Scholar 

  • Raffaele Mendez, L. M., & Knoff, H. M. (2003). Who gets suspended from school and why? A demographic analysis of schools and disciplinary infractions in a large school district. Education and Treatment of Children, 26, 30–51.

    Google Scholar 

  • Raffaele Mendez, L. M., Knoff, H. M., & Ferron, J. M. (2002). School demographic variables and out-of-school suspension rates: A quantitative and qualitative analysis of a large ethnically diverse school district. Psychology in the Schools, 39, 259–277.

    Article  Google Scholar 

  • Rusby, J. C., Taylor, T. K., & Foster, E. M. (2007). A descriptive study of school discipline referrals in first grade. Psychology in the Schools, 44, 333–350.

    Article  Google Scholar 

  • Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34, 317–342.

    Article  Google Scholar 

  • Skiba, R. J., Peterson, R. L., & Williams, T. (1997). Office referrals and suspensions: Disciplinary interventions in middle school. Education and Treatment of Children, 20, 295–303.

    Google Scholar 

  • Skiba, R. J., Simmons, A. B., Gibb, A. C., Rausch, M. K., Cuadrado, J., & Chung, C. (2008). Achieving equity in Special Education: History, status, and current challenges. Council for Exceptional Children, 74, 264–288.

    Google Scholar 

  • Skrla, L., McKenzie, K., & Scheurich, J. (2008). Equity audits: Leadership tools for developing equitable and excellent schools. Thousand Oaks: Corwin.

    Google Scholar 

  • Sugai, G. P., Sprague, J. R., Horner, R. H., & Walker, H. M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8, 94–101.

    Article  Google Scholar 

  • Taylor, M. C., & Foster, G. A. (1986). Bad boys and school suspensions: Public policy implications for Black boys. Sociological Inquiry, 56, 498–506.

    Article  Google Scholar 

  • The Advancement Project and the Civil Rights Project. (2000). Opportunities suspended: The devastating consequences of zero tolerance and school discipline. Retrieved October 10, 2008, from, http://www.civilrightsproject.ucla.edu/research/discipline/discipline_gen.php.

  • Thomas, A. J., & King, C. T. (2007). Gendered racial socialization of African American mothers and daughters. The Family Journal: Counseling and therapy for couples and families, 15, 137–142.

    Google Scholar 

  • Tolman, D. L., & Porche, M. V. (2000). The adolescent femininity ideology scale: Development and validation of a new measure for girls. Psychology of Women Quarterly, 24, 365–376.

    Article  Google Scholar 

  • Townsend, B. L. (2000). The disproportionate discipline of Black learners: Reducing school suspensions and expulsions. Exceptional Children, 66, 381–391.

    Google Scholar 

  • Vavarus, F., & Cole, K. (2002). “I didn’t do ‘nothing’”: The discursive construction of school suspension. The Urban Review, 34, 87–111.

    Article  Google Scholar 

  • Way, N. (1995). “Can’t you see the courage, the strength that I have?” Listening to urban adolescent girls speak about their relationships. Psychology of Women Quarterly, 19, 107–128.

    Article  Google Scholar 

  • West, C. M. (1995). Mammy, sapphire, and jezebel: Historical images of Black women and their implications for psychotherapy. Psychotherapy, 32, 458–466.

    Google Scholar 

  • Winkle-Wagner, R. (2009). Race, gender, and identity among black women in college. Baltimore: John Hopkins University Press.

    Google Scholar 

  • Xie, H., Farmer, T. W., & Cairns, B. D. (2003). Different forms of aggression among inner-city African-American children: Gender, configurations, and school social networks. Journal of School Psychology, 41, 355–375.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Psychology, College of Education and Human Development, Texas A&M University, 706 Harrington Tower MS 4225, College Station, TX, 77843, USA

    Jamilia J. Blake & Alicia Darensbourg

  2. Department of Teaching, Learning and Culture, College of Education and Human Development, Texas A&M University, 706 Harrington Tower MS 4225, College Station, TX, 77843, USA

    Bettie Ray Butler & Chance W. Lewis

Authors
  1. Jamilia J. Blake
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Bettie Ray Butler
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Chance W. Lewis
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Alicia Darensbourg
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jamilia J. Blake.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Blake, J.J., Butler, B.R., Lewis, C.W. et al. Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders. Urban Rev 43, 90–106 (2011). https://doi.org/10.1007/s11256-009-0148-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11256-009-0148-8

Keywords

Search

Navigation