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School Discipline Disproportionality: American Indian Students in Special Education

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Abstract

American Indian students are disproportionately represented in school discipline referrals (ODRs) and administrative outcomes across general school populations (Brown and DiTillio in J Educ Learn 2(4):47–59, 2013; Whitford and Levine-Donnerstein in Behav Disord 39(2), 2014). The purpose of this study was to examine the ODRs and administrative outcomes of 1612 students in special education, with particular attention to American Indian students (29.2% of the sample). Results indicated, although proportionally referred to school administration for disciplinary action, American Indian students in special education were more likely to be given an out-of-school suspension and/or expulsion, than both White and Hispanic/Latino students in special education, for the same identifying behaviors. Implications for improved practice are provided.

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Authors and Affiliations

  1. Department of Educational Studies, Purdue University, 100 N. University Street, West Lafayette, IN, 47907, USA

    Denise K. Whitford

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  1. Denise K. Whitford
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Correspondence to Denise K. Whitford.

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Whitford, D.K. School Discipline Disproportionality: American Indian Students in Special Education. Urban Rev 49, 693–706 (2017). https://doi.org/10.1007/s11256-017-0417-x

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  • DOI: https://doi.org/10.1007/s11256-017-0417-x

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