Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Child and Family Studies 7/2019

24-04-2019 | Original Paper

National Analysis of the Disciplinary Exclusion of Black Students with and without Disabilities

Auteurs: Nicholas A. Gage, Denise K. Whitford, Antonis Katsiyannis, Simone Adams, Andrea Jasper

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 7/2019

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Objective

The objective of this study was to determine the current national results regarding school discipline for Black students. There are decades of data demonstrating the discriminatory discipline faced by Black children and adolescents in America’s K-12 public education system. Yet, there is limited research focusing exclusively on Black students with disabilities and no publically available research documenting the analysis of Black students with and without disabilities at the national level.

Method

The method was a quantitative analysis using rates and weighted risk ratios.

Results

The results indicated that ∼10% of Black students received a suspension, compared with 2.5% for all other racial/ethnic groups. For students with disabilities, ∼23% of Black students received a suspension, compared with ∼9% for Hispanic and White students with disabilities, almost 6% for Asian students with disabilities, and 21% for Native American students with disabilities. Risk ratio results vary by comparison group.

Conclusions

Black students with and without disabilities continue to be grossly overrepresented in exclusionary discipline compared to their proportion within the population. Implications for research, policy, and practice are provided.

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Literatuur
go back to reference Anyon, Y., Jenson, J. M., Altschul, I., Farrar, J., McQueen, J., Greer, E., & Simmons, J. (2014). The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes. Children and Youth Services Review, 44, 379–386. CrossRef Anyon, Y., Jenson, J. M., Altschul, I., Farrar, J., McQueen, J., Greer, E., & Simmons, J. (2014). The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes. Children and Youth Services Review, 44, 379–386. CrossRef
go back to reference Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011). Introduction to meta-analysis. West Sussex, UK: John Wiley & Sons. Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011). Introduction to meta-analysis. West Sussex, UK: John Wiley & Sons.
go back to reference Children’s Defense Fund [CDF. (1975). School suspensions: are they helping children?. Cambridge, MA: Washington Research Project. Children’s Defense Fund [CDF. (1975). School suspensions: are they helping children?. Cambridge, MA: Washington Research Project.
go back to reference Christle, C. A., Jolivette, K., & Nelson, C. M. (2007). School characteristics related to high school dropout rates. Remedial and Special Education, 28(6), 325–339. CrossRef Christle, C. A., Jolivette, K., & Nelson, C. M. (2007). School characteristics related to high school dropout rates. Remedial and Special Education, 28(6), 325–339. CrossRef
go back to reference Finn, J. D., & Servoss, T. J. (2014). Misbehavior, suspensions, and security measures in high school: racial/ethnic and gender differences. Journal of Applied Research on Children: Informing Policy for Children at risk, 5(2), 11. Finn, J. D., & Servoss, T. J. (2014). Misbehavior, suspensions, and security measures in high school: racial/ethnic and gender differences. Journal of Applied Research on Children: Informing Policy for Children at risk, 5(2), 11.
go back to reference Gregory, J. F. (1997). Three strikes and they’re out: African American boys and American schools’ responses to misbehavior. International Journal of Adolescence and Youth, 7, 25–34. CrossRef Gregory, J. F. (1997). Three strikes and they’re out: African American boys and American schools’ responses to misbehavior. International Journal of Adolescence and Youth, 7, 25–34. CrossRef
go back to reference Leone, P. E., Mayer, M. J., Malmgren, K., & Meisel, S. M. (2000). School violence and disruption: Rhetoric, reality, and reasonable balance. Focus on Exceptional Children, 33(1), 1–20. Leone, P. E., Mayer, M. J., Malmgren, K., & Meisel, S. M. (2000). School violence and disruption: Rhetoric, reality, and reasonable balance. Focus on Exceptional Children, 33(1), 1–20.
go back to reference Morris, E. W. & Perry, B. L. (2017). Girls behaving badly? Race, gender, and subjective evaluation in the discipline of African American girls. Sociology of Education, 90, 127–148. CrossRef Morris, E. W. & Perry, B. L. (2017). Girls behaving badly? Race, gender, and subjective evaluation in the discipline of African American girls. Sociology of Education, 90, 127–148. CrossRef
go back to reference Noltemeyer, A., & Mcloughlin, C. S. (2010). Patterns of exclusionary discipline by school typology, ethnicity, andtheir interaction. Perspectives on Urban Education, 7(1), 27–40. Noltemeyer, A., & Mcloughlin, C. S. (2010). Patterns of exclusionary discipline by school typology, ethnicity, andtheir interaction. Perspectives on Urban Education, 7(1), 27–40.
go back to reference 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(1), 30–51. 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(1), 30–51.
go back to reference Skiba, R. J., Horner, R. H., Chung, C. G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: a national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85–107. Skiba, R. J., Horner, R. H., Chung, C. G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: a national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85–107.
go back to reference 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(4), 317–342. CrossRef 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(4), 317–342. CrossRef
go back to reference Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R., & Horner, R. (2016). Vulnerable decision points for disproportionate office discipline referrals: comparisons of discipline for African American and White elementary school students. Behavioral Disorders, 41, 178–195. CrossRef Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R., & Horner, R. (2016). Vulnerable decision points for disproportionate office discipline referrals: comparisons of discipline for African American and White elementary school students. Behavioral Disorders, 41, 178–195. CrossRef
go back to reference Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 12(4), 197–208. CrossRef Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 12(4), 197–208. CrossRef
go back to reference Townsend, B. L. (2000). The disproportionate discipline of African American learners: Reducing school suspensions and expulsions. Exceptional Children, 66(3), 381–391. Townsend, B. L. (2000). The disproportionate discipline of African American learners: Reducing school suspensions and expulsions. Exceptional Children, 66(3), 381–391.
go back to reference Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. CrossRef Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. CrossRef
go back to reference Vincent, C. G., Sprague, J. R., & Tobin, T. J. (2012). Exclusionary discipline practices across students’ racial/ethnic backgrounds and disability status: findings from the Pacific Northwest. Education and Treatment of Children, 35(4), 585–601. CrossRef Vincent, C. G., Sprague, J. R., & Tobin, T. J. (2012). Exclusionary discipline practices across students’ racial/ethnic backgrounds and disability status: findings from the Pacific Northwest. Education and Treatment of Children, 35(4), 585–601. CrossRef
go back to reference Whitford, D. K., & Levine-Donnerstein, D. (2014). Office disciplinary referral patterns of American Indian students from elementary school through high school. Behavioral Disorders, 39(2), 78–88. CrossRef Whitford, D. K., & Levine-Donnerstein, D. (2014). Office disciplinary referral patterns of American Indian students from elementary school through high school. Behavioral Disorders, 39(2), 78–88. CrossRef
go back to reference Zhang, D., Katsiyannis, A., & Herbst, M. (2004). Disciplinary exclusions in special education: a 4-year analysis. Behavioral Disorders, 29(4), 337–347. CrossRef Zhang, D., Katsiyannis, A., & Herbst, M. (2004). Disciplinary exclusions in special education: a 4-year analysis. Behavioral Disorders, 29(4), 337–347. CrossRef
Metagegevens
Titel
National Analysis of the Disciplinary Exclusion of Black Students with and without Disabilities
Auteurs
Nicholas A. Gage
Denise K. Whitford
Antonis Katsiyannis
Simone Adams
Andrea Jasper
Publicatiedatum
24-04-2019
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 7/2019
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-019-01407-7