#BlackGirlsMatter: A Case Study Examining the Intersectionality of Race, Gender, and School Discipline

2017 ◽  
Vol 21 (3) ◽  
pp. 21-35
Author(s):  
Kriss Y. Kemp-Graham
Keyword(s):  
African American ◽  
Ethnic Groups ◽  
School Discipline ◽  
African American Girls ◽  
Leadership Programs ◽  
Suspension Rates ◽  
Discipline Policies ◽  
School Discipline Policies ◽  
Policies And Practices

Nationwide, African American girls have the highest suspension rates among all racial and ethnic groups. Furthermore, they are the most severely, disproportionately affected by school discipline policies and practices when compared with other girls. This case study was developed for use in education leadership programs to critically analyze school discipline policies and practices that disproportionately affect African American girls.

Do School Discipline Policies Treat Students Fairly? Evidence From Arkansas

2018 ◽  
Vol 34 (5) ◽  
pp. 707-734 ◽  
Author(s):  
Kaitlin P. Anderson ◽  
Gary W. Ritter
Keyword(s):  
Black Students ◽  
White Students ◽  
School Discipline ◽  
Behavioral History ◽  
Policy Makers ◽  
Level Data ◽  
Discipline Policies ◽  
To Receive ◽  
Disciplinary Consequences ◽  
School Discipline Policies

It is well documented that Black students are more likely to receive expulsions and suspensions than their White peers. These disparities are troubling, but researchers and policy makers need more information to fully understand the issue. We use 3 years (2010-2011 through 2012-2013) of state-wide student- and discipline incident-level data to assess whether non-White students are receiving harsher disciplinary consequences than their White peers for similar infractions and with similar behavioral history. We find that Black students received more severe (longer) punishments than their White peers for the same types of infractions, but that these disproportionalities are primarily across rather than within schools.

Highlighted & Underlined

2017 ◽  
Vol 99 (1) ◽  
pp. 6-7
Author(s):  
Joan Richardson
Keyword(s):  
Mental Health ◽  
African American ◽  
School Discipline ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
African American Girls ◽  
Health Resource ◽  
Social Emotional ◽  
Mental Health Resource

Items included in this issue concern homework, a mental health resource for teens and their parents, school discipline and African-American girls, and the need for social-emotional learning for preschoolers.

Girls Behaving Badly? Race, Gender, and Subjective Evaluation in the Discipline of African American Girls

2017 ◽  
Vol 90 (2) ◽  
pp. 127-148 ◽  
Author(s):  
Edward W. Morris ◽  
Brea L. Perry
Keyword(s):  
African American ◽  
School Discipline ◽  
Multilevel Models ◽  
Subjective Evaluation ◽  
Black Girls ◽  
African American Girls ◽  
Dress Code ◽  
Data Set ◽  
Race And Gender ◽  
And Gender

School disciplinary processes are an important mechanism of inequality in education. Most prior research in this area focuses on the significantly higher rates of punishment among African American boys, but in this article, we turn our attention to the discipline of African American girls. Using advanced multilevel models and a longitudinal data set of detailed school discipline records, we analyze interactions between race and gender on office referrals. The results show troubling and significant disparities in the punishment of African American girls. Controlling for background variables, black girls are three times more likely than white girls to receive an office referral; this difference is substantially wider than the gap between black boys and white boys. Moreover, black girls receive disproportionate referrals for infractions such as disruptive behavior, dress code violations, disobedience, and aggressive behavior. We argue that these infractions are subjective and influenced by gendered interpretations. Using the framework of intersectionality, we propose that school discipline penalizes African American girls for behaviors perceived to transgress normative standards of femininity.

What should we do with school bullies?

1996 ◽  
Vol 6 (S1) ◽  
pp. 71-76 ◽  
Author(s):  
Ken Rigby
Keyword(s):  
School Discipline ◽  
Training Programs ◽  
Central Issue ◽  
Prosocial Behaviour ◽  
Human Relations ◽  
Discipline Policies ◽  
Human Relations Training ◽  
Bullying And Harassment ◽  
School Discipline Policies

For many counsellors and teachers who are concerned about the so-called bully/victim problem in schools, what to do with the school bully is the central issue. One might wish otherwise. It is sometimes argued that if more time and effort were spent in preventing bullying through the development of appropriate policies in schools and the encouragement of prosocial behaviour, the problem would simply not arise. Yet it must be admitted that even with the most enlightened school discipline policies and the most thoughtfully conceived human relations training programs, schools continue to report cases of bullying and harassment with which they must deal.

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