scholarly journals DIFFERENCES IN EXCLUSIONARY DISCIPLINE CONSEQUENCE ASSIGNMENT BY THE ECONOMIC STATUS OF BLACK STUDENTS DETERMINED TO BE AT-RISK: A TEXAS, STATEWIDE ANALYSIS

2021 ◽  
pp. 25-33
Keyword(s):  
At Risk ◽  
Alternative Education ◽  
Economically Disadvantaged ◽  
Economic Status ◽  
Black Girls ◽  
Black Boys ◽  
Exclusionary Discipline ◽  
Discipline Alternative Education ◽  
Discipline Consequences ◽  
Grade 8

This study was conducted to determine the degree to which economic status was related to Discipline Alternative Education Program placement assignments for Grades 8 and 9 Black boys and Black girls who were at-risk during the 2017-2018 school year. Inferential statistical analyses of Texas statewide data revealed the presence of statistically significant differences in the number of Discipline Alternative Education Program placement assignments by the economic status of Black boys and Black girls at both grade levels. Grades 8 and 9 Black boys and girls who were at-risk and who were economically disadvantaged were assigned to statistically significantly more of these exclusionary discipline consequences than their counterparts who were not economically disadvantaged. Grade 8 Black boys who were economically disadvantaged were assigned to these exclusionary discipline consequences two times more often than Grade 8 Black boys who were not economically disadvantaged. Grade 8 Black girls who were economically disadvantaged were assigned to these exclusionary discipline consequences two-thirds more often than Grade 8 Black girls who were not economically disadvantaged. Grade 9 Black boys and Black girls who were economically disadvantaged were assigned these exclusionary discipline consequences one-third more often than their non-economically disadvantaged peers. Implications and recommendations for future research were discussed.

RING THE ALARM

2020 ◽  
pp. 1-17
Author(s):  
Jelisa S. Clark
Keyword(s):  
Black Women ◽  
News Coverage ◽  
Black Girls ◽  
Black Boys ◽  
Exclusionary Discipline ◽  
School To Prison Pipeline ◽  
Race And Gender ◽  
Discipline Policies ◽  
And Gender ◽  
The Impact

Abstract In this research, I use theories of framing and social construction to investigate how race and gender are featured in national news coverage of the school-to-prison pipeline, and how policies and practices funnel students from school to the criminal justice system. Results indicate that there are three primary narratives surrounding the school-to-prison pipeline. The first is a narrative that harsh disciplinary practices in schools are irrational and negatively impact all students. The second narrative crafts the school-to-prison pipeline as a social problem for all Black students irrespective of gender. The final narrative emphasizes the impact of exclusionary discipline on Black boys. Each of these narratives functions to erase the experiences of Black girls. Ultimately, I argue that we need to take a more intersectional approach to school discipline policies and take into account how Black women and girls are situated within popular and policy discussions.

scholarly journals Disciplinary Consequence Differences in Grade 6 Students as a Function of Race, Ethnicity, and Economic Status

2016 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Myriam Quintero Khan ◽  
John R. Slate
Keyword(s):  
Public Schools ◽  
Alternative Education ◽  
White Students ◽  
Economically Disadvantaged ◽  
School Administrators ◽  
Economic Status ◽  
Disciplinary Alternative Education ◽  
In School Suspension ◽  
Discipline Programs ◽  
Disciplinary Consequences

In this investigation, we used Texas statewide data to determine the extent to which ineq- uities were present in the assignment of school disci- plinary consequences. Specifically examined were the assignment of in-school suspension, out-of-school sus- pension, and disciplinary alternative education pro- gram placement to grade 6 Black, Hispanic, and White students by their economic status in Texas public schools. Inferential analyses yielded statistically sig- nificant differences for each disciplinary consequence within each ethnic/racial group. Students who were economically disadvantaged received statistically sig- nificantly more instances of each disciplinary conse- quence than their same ethnic/racial peers who were not economically disadvantaged. Of note was the very high numbers of grade 6 students who were as- signed these disciplinary consequences. A clear lack of equity was demonstrated in the assignment of dis- ciplinary consequences to grade 6 Black, Hispanic, and White students by their economic status. As such, school administrators and educational leaders are urged to evaluate their own discipline programs to ascertain the degree to which they have equity in the assignment of disciplinary consequences in the stu- dents they serve.

Keeping Black Girls in School: A Systematic Review of Opportunities to Address Exclusionary Discipline Disparity

2021 ◽  
pp. 215336872098889
Author(s):  
Lynn A. Addington
Keyword(s):  
Systematic Review ◽  
Policy Development ◽  
The United States ◽  
Black Girls ◽  
Research Note ◽  
Future Research ◽  
Exclusionary Discipline ◽  
Girls Of Color ◽  
Single Location ◽  
Trauma Informed

A punitive legacy of the responses to school shootings in the United States is the expansion of exclusionary discipline. Black girls have disproportionately experienced this form of punishment as compared to white girls and non-Black girls of color. A small, but growing, body of research has examined the patterns and causes of this disparity. Current studies have made suggestions for possible solutions to address this disparity, but these recommendations are not readily accessible in a single location. A catalogue of these ideas could provide a useful foundation for policy development and evaluation. The present research note seeks to generate this resource by conducting a systematic review to identify and categorize recommendations aimed at reducing the discipline disparity experienced by Black girls. Based on this review, four categories emerged that center around: (1) culturally competent school programs, (2) enhanced teacher training, (3) spaces at school for empowering Black girls, and (4) trauma-informed student policies. This research note discusses these categories of recommendations using an intersectional framework and concludes with a summary of next steps to guide future research and policy work to address the disproportionate use of exclusionary discipline against Black girls.

Sex-Role Preference and Parental Imitation within Groups of Middle-Class Whites and Lower-Class Blacks

1972 ◽  
Vol 30 (2) ◽  
pp. 651-654 ◽  
Author(s):  
William D. Ward
Keyword(s):  
Middle Class ◽  
Sex Role ◽  
Lower Class ◽  
Black Children ◽  
Black Girls ◽  
Second Grade ◽  
Black Boys ◽  
White Children ◽  
White Girls ◽  
Role Preference

32 second-grade children were assessed on measures of sex-role preference and parental imitation. The middle-class white boys were more masculine in preference than the middle-class white girls were feminine ( t = 3.43, p < .01), and lower-class black girls tended to be more mother imitative than the lower-class black boys were father imitative ( r = 2.09, p < .06). No such differences were found in sex-role preference for blacks or in imitation for whites. The results indicated that there was a dominant masculine influence in the development of sex-role preference among middle-class white children and a dominant feminine influence in parental imitation among lower-class black children.

scholarly journals ‘If the Food Looks Dodgy I Dinnae Eat It’: Teenagers’ Accounts of Food and Eating Practices in Socio-Economically Disadvantaged Families

2008 ◽  
Vol 13 (1) ◽  
pp. 67-79 ◽  
Author(s):  
Wendy Wills ◽  
Kathryn Backett-Milburn ◽  
Sue Gregory ◽  
Julia Lawton
Keyword(s):  
Economically Disadvantaged ◽  
Economic Status ◽  
Food Preferences ◽  
Family Meals ◽  
Personal Relationships ◽  
On Demand ◽  
Consumption Choices ◽  
Eating Practices ◽  
Depth Interviews ◽  
Disadvantaged Families

This paper examines how young teenagers living in socio-economically disadvantaged families perceive everyday food and eating practices within the home. From in-depth interviews with 36 Scottish teenagers aged 13-14 years, we analysed teenagers’ accounts of contemporary ‘family meals’. We found that food and eating practices were negotiated amidst complex family arrangements with extended, resident and non-resident kin. Parents were often reported to provide food ‘on demand’, a flexible arrangement which seemed to reflect both teenagers’ and parents’ lifestyles and personal relationships. Teenagers often contested the consumption of particular foods which sometimes reflected and reinforced their relationship with a biological or non-biological parent. Teenagers could differentiate themselves from others through their food preferences and tastes and food consumption therefore helped shaped their identity. Many teenagers claimed that parents set rules regarding food and eating, thereby creating boundaries within which their consumption choices had to remain. We discuss whether and how these findings are a reflection of the socio-economic status of the participating families and conclude that exploring food and eating practices is a powerful lens for the examination of family life.

Self-Esteem of Adolescent Females as Related to Race, Economic Status, and Area of Residence

1987 ◽  
Vol 64 (2) ◽  
pp. 559-566 ◽  
Author(s):  
Kathleen Housley ◽  
Sue Martin ◽  
Harriett Mc Coy ◽  
Phyllis Greenhouse ◽  
Flavelia Stigger ◽  
...  
Keyword(s):  
Economic Status ◽  
Self Esteem ◽  
Black Girls ◽  
Adolescent Females ◽  
The Self ◽  
Urban Girls ◽  
White Girls

The Rosenberg Self-esteem Scale was used to measure the self-esteem of 109 14- and l6-yr.-old (±6 mo.) girls. The self-esteem scores were categorized by economic status, race, and area of residence. For urban girls mean self-esteem of upper economic status subjects was significantly higher than that of those at the lower economic status. The self-esteem of upper economic status urban girls was significantly higher than the self-esteem of their rural peers. Finally, the self-esteem of the urban black girls was significantly higher than the self-esteem of the urban white girls.

Food behaviours of Italian consumers at risk of poverty

2015 ◽  
Vol 117 (11) ◽  
pp. 2831-2848 ◽  
Author(s):  
Arianna Ruggeri ◽  
Anne Arvola ◽  
Antonella Samoggia ◽  
Vaiva Hendrixson
Keyword(s):  
At Risk ◽  
Design Methodology ◽  
Economic Status ◽  
Inverse Document Frequency ◽  
Content Type ◽  
Semantic Categories ◽  
Female Consumers ◽  
Document Frequency ◽  
Consumer Segment ◽  
Quantitative Analyses

Purpose – At a European level, Italy experiences one of the highest percentages of population at risk of poverty (AROP). However, studies on this consumer segment are scarce. The purpose of this paper is to investigate the food behaviours of Italian female consumers, distinguishing similarities and differences due to age and level of income. Design/methodology/approach – The investigation adopted an inductive approach in order to analyse and confirm the determinants of food behaviours. Data were collected through four focus groups. Data elaboration included content analyses with term frequency – inverse document frequency index and multidimensional scaling technique. Findings – The food behaviours of Italian female consumers are based on a common set of semantic categories and theoretical dimensions that are coherent with those applied by previous studies. The age of consumers impacts the relevance attributed to the categories and income contributes to the explanation of the conceptual relations among the categories that determine food behaviours. The approach to food of younger and mature consumers AROP is strongly driven by constraints such as price and time. The study did not confirm a link between a poor health attitude and low socio-economic status. Research limitations/implications – The outcomes achieved can be strengthened by quantitative analyses to characterise the relations occurring among the factors and dimensions that influence the food behaviours of consumers AROP. Originality/value – The study increases knowledge about Italian female consumers and provides an initial contribution to the analysis of the food behaviour of the population AROP.

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.

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