Middle School Black and White Student Assignment to Disciplinary Consequences: A Clear Lack of Equity

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Hilberth, Michele; Slate, John R.
  • Language:
    English
  • Source:
    Education and Urban Society. May 2014 46(3):312-328.
  • Publication Date:
    2014
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      17
    • Education Level:
      Middle Schools
      Grade 6
      Grade 7
      Grade 8
    • Subject Terms:
      Middle School Students; Discipline; Suspension; African American Students; White Students; Racial Discrimination; Racial Differences; Disproportionate Representation; Statistical Analysis; Statistical Significance; Student Behavior
    • Subject Terms:
      Texas
    • Accession Number:
      10.1177/0013124512446218
    • ISSN:
      0013-1245
    • Abstract:
      Disciplinary consequences assigned to all Texas middle school Black and White students ("n" = 172,551 Grade 6 students; 173,671 Grade 7 students; 175,730 Grade 8 students) for the 2008-2009 school year were analyzed to determine the extent to which statistically significant differences were present between the proportion of Black students and the proportion of White students assigned discipline consequences. Black students received in-school suspension at more than twice the percentage of their representation in the overall student sample population. Similar results were present for out-of-school suspension, with proportionately more Black students being assigned to out-of-school suspension than White students. Although the number of students assigned to disciplinary alternative education program placement was small, Black students were still assigned to this disciplinary consequence at a much higher percentage than were White students. A lack of equity was clearly demonstrated in the overrepresentation of Black middle school students assigned to disciplinary consequences.
    • Abstract:
      As Provided
    • Number of References:
      37
    • Publication Date:
      2014
    • Accession Number:
      EJ1023081