scholarly journals Unpacking the Drivers of Racial Disparities in School Suspension and Expulsion

Social Forces ◽  
2019 ◽  
Vol 98 (4) ◽  
pp. 1548-1577 ◽  
Author(s):  
Jayanti Owens ◽  
Sara S McLanahan
Keyword(s):  
Black Students ◽  
Racial Disparities ◽  
Fixed Effects ◽  
Student Behavior ◽  
Differential Treatment ◽  
Student Behaviors ◽  
School Suspension ◽  
School Composition ◽  
In School Suspension ◽  
Suspension And Expulsion

Abstract School suspension and expulsion are important forms of punishment that disproportionately affect Black students, with long-term consequences for educational attainment and other indicators of wellbeing. Prior research identifies three mechanisms that help account for racial disparities in suspension and expulsion: between-school sorting, differences in student behaviors, and differences in the treatment and support of students with similar behaviors. We extend this literature by (1) comparing the contributions of these three mechanisms in a single study, (2) assessing behavior and school composition when children enter kindergarten and before most are exposed to school discipline, and (3) using both teacher and parent reports of student behaviors. Decomposition analyses reveal that differential treatment and support account for 46 percent of the Black/White gap in suspension/expulsion, while between-school sorting and differences in behavior account for 21 percent and 9 percent of the gap respectively. Results are similar for boys and girls and robust to the use of school fixed effects and measures of school composition and student behavior at ages 5 and 9. Theoretically, our findings highlight differential treatment/support after children enter school as an important but understudied mechanism in the early criminalization of Black students.

Estimating the Relationship Between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence From Wisconsin’s Longitudinal Data

2020 ◽  
Vol 53 (1) ◽  
pp. 83-112
Author(s):  
F. Chris Curran ◽  
Aydin Bal ◽  
Peter Goff ◽  
Nicholas Mitchell
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Fixed Effects ◽  
School Discipline ◽  
Individualized Education Program ◽  
The United States ◽  
Lower Probability ◽  
School Suspension ◽  
In School Suspension ◽  
The Relationship

Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED, little research has examined how students who experience de-identification fare with regard to academic or behavioral outcomes. To our knowledge, this is the first study to examine the relationship between ED de-identification and student outcomes in the United States. The study uses longitudinal, administrative data to estimate the relationship between special education de-identification from ED and both academic and school discipline outcomes. Results of regression models with a variety of fixed effects, including student fixed effects, suggest that students who are de-identified have higher academic achievement after de-identification and a lower probability of experiencing an in-school suspension (ISS). Results for out-of-school suspension (OSS) are mixed. The results suggest that appropriately timed exit from special education services for students with ED who have been determined by individualized education program (IEP) teams to be suitable for de-identification is unlikely to harm students academically but that extra attention to OSS may be needed. The results point to the need for more attention to de-identification.

Predictors and academic outcomes associated with in-school suspension.

2018 ◽  
Vol 33 (2) ◽  
pp. 191-199 ◽  
Author(s):  
Blaire Cholewa ◽  
Michael F. Hull ◽  
Catherine R. Babcock ◽  
Alexandre D. Smith
Keyword(s):  
Academic Outcomes ◽  
School Suspension ◽  
In School Suspension

scholarly journals Understanding students’ behavior in online social networks: a systematic literature review

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Maslin Binti Masrom ◽  
Abdelsalam H. Busalim ◽  
Hassan Abuhassna ◽  
Nik Hasnaa Nik Mahmood
Keyword(s):  
Social Networks ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Online Social Networks ◽  
Theoretical Basis ◽  
Student Behavior ◽  
Cyber Victimization ◽  
Student Behaviors ◽  
Research Focus ◽  
Student Academic Performance

AbstractThe use of online social networks (OSNs) has increasingly attracted attention from scholars’ in different disciplines. Recently, student behaviors in online social networks have been extensively examined. However, limited efforts have been made to evaluate and systematically review the current research status to provide insights into previous study findings. Accordingly, this study conducted a systematic literature review on student behavior and OSNs to explicate to what extent students behave on these platforms. This study reviewed 104 studies to discuss the research focus and examine trends along with the important theories and research methods utilized. Moreover, the Stimulus-Organism-Response (SOR) model was utilized to classify the factors that influence student behavior. This study’s results demonstrate that the number of studies that address student behaviors on OSNs have recently increased. Moreover, the identified studies focused on five research streams, including academic purpose, cyber victimization, addiction, personality issues, and knowledge sharing behaviors. Most of these studies focused on the use and effect of OSNs on student academic performance. Most importantly, the proposed study framework provides a theoretical basis for further research in this context.

Prometheus Bound in ISS

2021 ◽  
Vol 2 (12) ◽  
pp. 37-51
Author(s):  
Daren Schuettpelz ◽  
Keyword(s):  
High School ◽  
Computer System ◽  
Air Force ◽  
Short Story ◽  
School Suspension ◽  
School Year ◽  
Discussion Threads ◽  
In School Suspension ◽  
Election Results ◽  
School Computer

Is there an appropriate way for those in power to blow off steam? Are teachers ever allowed to speak in a derogatory manner about students? In this work of philosophical short story fiction, Ethan is an intelligent loner high school Junior. His sister has gone off to the Air Force, and his mother recently died while driving drunk. One day he is approached by two of the popular girls in school who offer him $100 to hack into the school computer system and rig the Cotillion Queen voting results. He agrees, steals a teacher’s password, and logs into the teacher intranet to change the election results. While in the system he finds various “teacher only” discussion threads. In the threads, teaches talk candidly about which students they like and dislike. They also crack jokes about students, and generally say off-color remarks, including a few about Ethan. Ethan screen captures the conversations and emails them to the school and parents. Consequently, he is serving the remainder of the school year in In-School-Suspension.

Cumulative Racial and Ethnic Disparities Along the School-to-Prison Pipeline

2022 ◽  
pp. 002242782110705
Author(s):  
Kelly Welch ◽  
Peter S. Lehmann ◽  
Cecilia Chouhy ◽  
Ted Chiricos
Keyword(s):  
Criminal Justice ◽  
Race And Ethnicity ◽  
Structural Equation ◽  
School Discipline ◽  
Structural Equation Models ◽  
Ethnic Disparities ◽  
School Suspension ◽  
School To Prison Pipeline ◽  
Cumulative Disadvantage ◽  
Suspension And Expulsion

Using the cumulative disadvantage theoretical framework, the current study explores whether school suspension and expulsion provide an indirect path through which race and ethnicity affect the likelihood of experiencing arrest, any incarceration, and long-term incarceration in adulthood. To address these issues, we use data from Waves I, II, and IV of the Add Health survey (N = 14,484), and we employ generalized multilevel structural equation models and parametric regression methods using counterfactual definitions to estimate direct and indirect pathways. We observe that Black (but not Latinx) individuals are consistently more likely than White persons to experience exclusionary school discipline and criminal justice involvement. However, we find a path through which race and Latinx ethnicity indirectly affect the odds of adulthood arrest and incarceration through school discipline. Disparate exposure to school suspension and expulsion experienced by minority youth contributes to racial and ethnic inequalities in justice system involvement. By examining indirect paths to multiple criminal justice consequences along a continuum of punitiveness, this study shows how discipline amplifies cumulative disadvantage during adulthood for Black and, to a lesser extent, Latinx individuals who are disproportionately funneled through the “school-to-prison pipeline.”

Black Students in Handcuffs: Addressing Racial Disproportionality in School Discipline for Students with Dis/abilities

2018 ◽  
Vol 120 (13) ◽  
pp. 1-24
Author(s):  
Dorothy E. Hines ◽  
Robb King ◽  
Donna Y. Ford
Keyword(s):  
Civil Rights ◽  
Black Students ◽  
Black Males ◽  
Geographic Area ◽  
Black Girls ◽  
Black Boys ◽  
School Suspension ◽  
Black Females ◽  
School Suspensions ◽  
Out Of School

Although there are federal protections for students with dis/abilities under the Individuals with Disabilities Education Act (IDEA) 1975, Black students with and without dis/abilities continue to be suspended and expelled at rates that exceed their peers. Still, there is limited research on how Black girls and Black boys are disciplined across suspension types, and based on their identification for special education services. The purpose of this article is to examine the overrepresentation of Black girls and Black boys with and without dis/abilities and to determine, using a quantifiable percentage, how the overrepresentation of Black students for in-school and out-of-school suspension can be eradicated. We use data from the U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection 2011–2012 to examine equity (justice and fairness) in disciplinary referrals using state-by-state and regional data. Using an equity formula, we analyzed national data to determine the magnitude of Black females’ and Black males’ overrepresentation in in-school and out-of-school suspensions for students with and without dis/abilities. This study indicates that Black females with dis/abilities had the highest rate of overrepresentation in the Midwest in in-school and out-of-school suspension. In comparison, Black males experienced a greater representation in in-school suspension. Regardless of geographic area Black girls and Black boys are continuously being overrepresented in disciplinary punishments. To end the over-representation of Black girls and Black boys in in-school and out-of-school suspensions, schools and policy makers must collaborate with communities of color, eliminate teacher implicit and explicit racial biases, and discontinue racially punitive school policies.

An Honors Teacher Like Me: Effects of Access to Same-Race Teachers on Black Students’ Advanced-Track Enrollment and Performance

2020 ◽  
Vol 42 (2) ◽  
pp. 163-187
Author(s):  
Cassandra M. D. Hart
Keyword(s):  
High School Students ◽  
Black Students ◽  
Fixed Effects ◽  
Role Model ◽  
Black Teachers ◽  
School Students ◽  
Percentage Point Increase ◽  
Positive Effects ◽  
Point Increase ◽  
And Performance

Using rich administrative data from North Carolina and school-course fixed effects models, this study explores whether the availability of same-race instructors in advanced-track sections of courses affects Black high school students’ enrollment in, and performance in, advanced-track courses. The availability of at least one Black instructor at the advanced level is associated with a 2 percentage point increase in the uptake of advanced courses for Black students. However, conditional on enrollment in the advanced track, Black students are no more likely to pass advanced-track courses when taught by Black teachers. Positive effects on enrollment are driven by enrollment shifts for higher achieving students. Additional analyses showing benefits to non-Black students suggest that the main channels are not race-specific role model effects.

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