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

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.”

Neighborhood Effects, the Life Course, and Educational Outcomes: Four Theoretical Models of Effect Heterogeneity

In this chapter, I review research analyzing heterogeneity in neighborhood effects on educational attainment. Using a life-course perspective on neighborhood effects, I describe four potential models of effect heterogeneity: cumulative advantage, cumulative disadvantage, advantage leveling, and compensatory advantage. Extant research most thoroughly explores effect heterogeneity by family socioeconomic background with evidence in support of multiple models. Research on secondary outcomes like achievement and dropout finds evidence of a cumulative disadvantage model, whereas research on bachelor’s degree completion finds evidence of an advantage leveling model. Still, scholarship on heterogeneity in neighborhood effects is in its nascency, and I conclude this chapter with several recommendations for future directions in research.

Hátrányos és halmozottan hátrányos helyzetű jelentkezők a felsőoktatási felvételi eljárásban

Összefoglaló. A 2013 szeptemberében hatályba lépett jogszabályi változások miatt gyökeresen megváltoztak a hátrányos és halmozottan hátrányos helyzetű státuszhoz szükséges feltételek. Ezért érdemes megvizsgálni, hogy a jogszabályváltozás milyen következményekkel járt a felsőoktatási felvételi eljárásban többletpontot igényelt és abban részesült jelentkezők számára. Ugyanakkor fontos megjegyezni, hogy nem kizárólag a jogszabályváltozás volt hatással az arányszámokra, hanem a státusz igazolására benyújtandó dokumentumok tartalmi és formai kritériumainak változása is. A tanulmány a 2008 és 2018 között lezajlott felsőoktatási felvételi eljárások adatait vizsgálja. Summary. The conditions of the disadvantage and cumulative disadvantage have changed radically in September 2013 due to a change in legislation. Therefore, it is worth examining the effect on the change in legislation for applicants, who required and received extra points in the higher education admission procedure. It is important to note, not only due to a change in legislation influenced ratios, but also the change of the substantive and formal criteria for submitted documents. The study examines the data of higher education admission procedures between 2008–2018.