scholarly journals Student Discipline Disparities in Virginia

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Katheryn Lanman ◽  
Chris Mauthe
Keyword(s):  
Racial Disparities ◽  
Juvenile Justice System ◽  
Meta Analysis ◽  
White Male ◽  
Male Students ◽  
Student Discipline ◽  
Public High Schools ◽  
Positive Correlation ◽  
Diversity Programs ◽  
Per Pupil Expenditures

Large racial disparities in student discipline are thought to be directly contributing to disproportionate minority contact in the juvenile justice system. Little has been done to learn about what acts as a predictor of and gives rise to these disparities. The current research aims to add to this conversation by examining the relationship between racial disparities in reported student offenders, measured using risk ratio, and two budget variables: the proportion of budget going towards diversity inclusion and per-pupil expenditures. Specifically, the research asks: How does spending on specific diversity programs and overall spending on students affect racial disparities in student discipline? A meta-analysis was utilized to answer this question. Data on Black, Hispanic, and White male students with no disabilities were collected from 314 public high schools across 126 school districts in Virginia. To find the correlation between racial disparities in reported student offenders and specific diversity programs as well as overall spending on students, a Pearson’s r test for correlation was conducted. Disparities in student discipline were positively correlated with the proportion of budget going toward diversity inclusion, but this correlation was not statistically significant. On the other hand, disparities in student discipline had a statistically significant positive correlation with per-pupil expenditures. This positive correlation indicates that the wealth of a district acts as a predictor of levels of racial disparity in student discipline. This suggests that the demographics of a district or segregation within a district could contribute to or exacerbate the existence of such disparities.

Out of the Picture: Latinx and White Male Youths’ Facial Features Predict Their Juvenile Justice System Processing Outcomes

2021 ◽  
pp. 001112872199934
Author(s):  
Jacqueline M. Chen ◽  
Adam D. Fine ◽  
Jasmine B. Norman ◽  
Paul J. Frick ◽  
Elizabeth Cauffman
Keyword(s):  
Criminal Justice ◽  
Juvenile Justice ◽  
Justice System ◽  
Juvenile Justice System ◽  
White Male ◽  
Facial Features ◽  
Legal Decisions ◽  
Increased Risk ◽  
First Time ◽  
To Receive

Adults’ facial characteristics predict whether and how severely they are sentenced in the adult criminal justice system. We investigate whether characteristics of White and Latinx male youths’ faces predict the severity of their processing in the juvenile justice system. Among a sample of first-time offenders, despite no differences in the severity of their offenses, youth who were perceived by naïve observers as more dominant, less trustworthy, less healthy, and having darker skin were more likely to receive harsher sanctions. Thus, extralegal factors like appearance may bias legal decisions that place some youth at increased risk for more restrictive sanctioning. Our findings highlight the need for structured approaches to juvenile processing decisions that take youths’ appearance out of the picture.

Racial disparities and human papillomavirus status in oropharyngeal cancer: A systematic review and meta-analysis

Head & Neck ◽  
2018 ◽  
Vol 41 (1) ◽  
pp. 256-261 ◽  
Author(s):  
Nicholas R. Lenze ◽  
Douglas R. Farquhar ◽  
Angela L. Mazul ◽  
Maheer M. Masood ◽  
Jose P. Zevallos
Keyword(s):  
Systematic Review ◽  
Human Papillomavirus ◽  
Racial Disparities ◽  
Oropharyngeal Cancer ◽  
Meta Analysis

scholarly journals PEMBIASAAN SHALAT DHUHA UNTUK MENINGKATKAN DISIPLIN BELAJAR SISWA

QATHRUNÂ ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Eni Sri Mulyani ◽  
Hunainah Hunainah
Keyword(s):  
Grade Level ◽  
Field Research ◽  
Research Field ◽  
Male Students ◽  
Student Discipline ◽  
Class V ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Number Of Cycles ◽  
School Yard

The research objective was to describe the improvement of student learning discipline through habituation of Dhuha prayer at SD Negeri Kadingding, Kibin District. The data type of this research is descriptive qualitative using three data analyzes, namely data reduction, data presentation, and conclusion drawing. This study uses a qualitative descriptive approach which includes field research (Field Research) with data collection techniques namely observation, interviews, and documentation. The subjects of this study were students of SD Negeri Kadingding, Kibin District. Data were collected from 33 grade V students, 17 male students and 16 female students. Class V was taken as the sample because grade V children are in the high grade level between grades IV, V, VI. This research was conducted for 40 days starting from 23 July to 8 October 2019. The results of this study indicate 1) thatwith the implementation of the practice of the Dhuha prayer at SD Negeri Kadingding, Kibin District, which is held every Tuesday to Friday at 06.30 - 07.00, the Duha prayer is carried out in congregation starting from grade I to grade VI, the number of cycles of dhuha prayer from the school recommends a minimum of 2 cycles of prayer in advance to improve time discipline and get used to performing Duha prayers. 2) the percentage of the implementation of this Dhuha prayer habit has an effect on increasing student discipline in learning; 3) The condition of the place used for the Dhuha prayer is inadequate, because it uses the school yard field by laying out a mat, so it takes time to prepare for the Dhuha prayer.

Racial Disparities in Outcomes After Spine Surgery: A Systematic Review and Meta-Analysis

2021 ◽  
Author(s):  
Imad S. Khan ◽  
Elijah Huang ◽  
Walker Maeder-York ◽  
Renata W. Yen ◽  
Nathan E. Simmons ◽  
...  
Keyword(s):  
Systematic Review ◽  
Racial Disparities ◽  
Spine Surgery ◽  
Meta Analysis

Abstract P082: Racial Disparities in Stroke Recovery: A Large Study Versus Meta-Analysis

Circulation ◽  
2017 ◽  
Vol 135 (suppl_1) ◽  
Author(s):  
Pratik Y Chhatbar ◽  
Hernan Bayona ◽  
Yujing Zhao ◽  
Bruce Ovbiagele ◽  
Wuwei Feng ◽  
...  
Keyword(s):  
Racial Disparities ◽  
Wide Spectrum ◽  
Meta Analysis ◽  
Functional Independence ◽  
Stroke Recovery ◽  
Change Scores ◽  
Data Heterogeneity ◽  
The Difference ◽  
Mean Differences ◽  
Time Of Admission

Background: It is well known that Blacks have a higher stroke-related mortality compared to their White counterparts, but evidence on the influence of Black race on recovery after a stroke is not apparent. Objective: To verify our understanding on post-stroke rehabilitation trends between Blacks and Whites with the use of systematic review and meta-analysis. Methods: We performed literature search for cohort studies that investigated racial variation issues in stroke motor recovery between January 1970 and March 2016, in which outcome was measured by Functional Independence Measures (FIM) scale. We compared change scores (the difference score between discharge and admission) or endpoint scores (at the time of admission and discharge) as well as length of stay in days between Whites and Blacks by calculating standardized mean differences (Hedge’s g ) to derive a summary effect size. Random Effects model was used to account for data heterogeneity. Results: We identified 7 studies with a total 152,421 subjects, of which one influential study (Ottenbacher et al, 2008) offered a significant weight with 148,871 subjects. So, we performed meta-analysis on the remaining 6 studies (black diamond on the Figure ) and compared the results with this influential study (maroon square on the Figure ). We found that Blacks have higher FIM scores at admission and discharge, but poor change FIM scores, despite their shorter stay (about ¾ day) in rehab facility when compared to Whites. Our results contrasted findings of Ottenbacher et al. , which did not report change scores, that Whites have higher FIM scores at admission and discharge in spite of their comparable rehab facility stay. Conclusions: This meta-analysis identifies a significant evidence gap for current understanding of racial disparities in stroke recovery. At AHA SFRN WISSDOM (Wide spectrum Investigation of Stroke Outcome Disparities on Multiple Levels) center, we aim to address this gap by first-hand analyses of multiple datasets in the near future.

A Meta-Analytic Perspective on Sex Equity in the Classroom

2004 ◽  
Vol 74 (4) ◽  
pp. 443-471 ◽  
Author(s):  
Susanne M. Jones ◽  
Kathryn Dindia
Keyword(s):  
Meta Analysis ◽  
Empirical Studies ◽  
Female Students ◽  
Male Students ◽  
Careful Examination ◽  
Positive Interactions ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Sex Equity

This meta-analysis examines patterns of sex differences in teacher-initiated teacher–student interactions. While extensive research has examined factors that influence student evaluations of effective and ineffective teachers, this study examines whether teacher-initiated interactions with students, such as praising or blaming, vary as a function of student sex. After a careful examination of 127 empirical studies, 32 studies were retained for the meta-analysis. The studies were coded for positive, negative, and total interactions. The results suggest that teachers initiate more overall interactions and more negative interactions, but not more positive interactions, with male students than with female students.

Perceived Somatic Reactions to Stress and Hostile Press

1975 ◽  
Vol 37 (2) ◽  
pp. 676-678 ◽  
Author(s):  
Ronald Jay Cohen ◽  
Robert E. Becker ◽  
Richard C. Teevan
Keyword(s):  
Fear Of Failure ◽  
Male Students ◽  
Positive Correlation ◽  
The World ◽  
Two Measures

Hostile Press is a measure of fear of failure. We have evidence that people high on Hostile Press see the world as a hostile, threatening place. Following this idea, we felt that persons high on Hostile Press should show psychophysiological reactions to their feelings about the world. 200 male students were given the Hostile Press measure of fear of failure and a “Reactions to Stress Questionnaire.” The prediction was that there would be a positive correlation between the two measures. In general, the prediction was confirmed.

Relationships between student engagement and academic achievement: A meta-analysis

2018 ◽  
Vol 46 (3) ◽  
pp. 517-528 ◽  
Author(s):  
Hao Lei ◽  
Yunhuo Cui ◽  
Wenye Zhou
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
Meta Analysis ◽  
Cognitive Engagement ◽  
Conclusive Evidence ◽  
Cultural Value ◽  
Positive Correlation ◽  
And Gender ◽  
Almost All ◽  
The Relationship

Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence through a meta-analysis of 69 independent studies (196,473 participants). The results revealed that (a) there was a moderately strong and positive correlation between overall student engagement and academic achievement, and an analysis of the domains of behavioral, emotional, and cognitive engagement showed that almost all had a positive correlation with students' academic achievement; and (b) a moderator analysis revealed that the relationship between student engagement and academic achievement was influenced by the method of reporting engagement, cultural value, and gender. Furthermore, the relationships of behavioral, emotional, and cognitive engagement with academic achievement were influenced by reporting method for engagement, cultural value, or gender.

Abstract B29: A meta-analysis of racial disparities in the association between 8q24 and prostate cancer risk

2012 ◽  
Vol 72 (4 Supplement) ◽  
pp. B29-B29
Author(s):  
Douglas K. Price ◽  
Sarah M. Troutman ◽  
Tristan M. Sissung ◽  
Cheryl Cropp ◽  
David J. Venzon ◽  
...  
Keyword(s):  
Prostate Cancer ◽  
Cancer Risk ◽  
Racial Disparities ◽  
Meta Analysis ◽  
Prostate Cancer Risk

scholarly journals Models of Success, Teacher Quality and Student Disciplinary Infraction: A Critical Analysis of Chicago’s Urban Preparatory Academies and Harlem Children’s Zone

2016 ◽  
Vol 2 (2) ◽  
pp. 73 ◽  
Author(s):  
John A. Williams, III ◽  
Greg Wiggan
Keyword(s):  
New York ◽  
African Americans ◽  
Critical Race Theory ◽  
Civil Rights ◽  
Charter Schools ◽  
Teacher Quality ◽  
Juvenile Justice System ◽  
Student Discipline ◽  
The Individual ◽  
K 12

<p>School discipline disparities in U.S. education is accompanied by a litany of literature that focuses on African Americans in low-performing urban schools (Civil Right Project, 2000; Losen, 2011; Mendez &amp; Knoff, 2003; Skiba, Michael, Nardo &amp; Peterson, 2002; Wilson, 2014). Public K-12 institutions in the U.S. report that African Americans are suspended at three-times the rate of White students (23% for African Americans as compared to 7% for Whites). Furthermore, the most recent Civil Rights Discipline Collection report (Office of Civil Rights, 2014) indicates that students who receive one suspension have a much greater chance of being suspended multiple times, ultimately leading to expulsion and or involvement in the juvenile justice system (Allen &amp; White-Smith, 2014; Gregory, 1995; Office of Civil Rights, 2014; Pane &amp; Rocco, 2014). A significant amount of research focuses on public education institutions’ dismal outcomes in this area (Skiba et al., 2002; Office of Civil Rights, 2014; Wilson, 2014), without examining charter schools to determine if discipline disparities are endemic in them as well. This study examined two urban, high achieving charter schools. Urban Preparatory Academies in Chicago and Harlem Children’s Zone in New York. The school characteristics are assessed through critical race theory to better understand the relationship between teacher quality and student discipline. The findings of the study indicate that while both schools had similar student demographics, lower rates of discipline infractions were reported in the individual campuses that employed a higher number of qualified teachers. These findings have implications for teacher preparation and urban education.</p>

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