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Separate and Still Unequal: An Analysis of School Discipline
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Author(s): Melissa F. Kwende (Texas Southern University, USA), Jennifer Wyatt Bourgeois (Texas Southern University, USA), Howard Henderson (Texas Southern University, USA)and Julian Scott (Texas Southern University, USA)
Copyright: 2022
Pages: 30
Source title:
Approaching Disparities in School Discipline: Theory, Research, Practice, and Social Change
Source Author(s)/Editor(s): Anthony Troy Adams (Clark Atlanta University, USA)
DOI: 10.4018/978-1-6684-3359-1.ch006
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Abstract
This chapter will examine the disproportionate rate of minority school suspensions relative to race/ethnicity, gender, socioeconomic status, grade level, and school population size. Although Black students account for 20% of the school population for this chapter's study, the rate of in-school discipline for Black students far exceeded the rates for White and Hispanic students. Notably, the authors find that race, gender, socioeconomic status, and grade level are correlated with the disproportionate disciplinary practices imposed upon minority students regardless of grade level. In this chapter, the authors review the previous research on race, gender, poverty, grade level, and school discipline before laying out their methodological approach for understanding suspension disparities. After analysis, they conclude with recommendations for improvement.
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