Parsing Disciplinary Disproportionality: Contributions of Infraction, Student, and School Characteristics to Out-of-School Suspension and Expulsion

Autor/inn/en	Skiba, Russell J.; Chung, Choong-Geun; Trachok, Megan; Baker, Timberly L.; Sheya, Adam; Hughes, Robin L.
Titel	Parsing Disciplinary Disproportionality: Contributions of Infraction, Student, and School Characteristics to Out-of-School Suspension and Expulsion
Quelle	In: American Educational Research Journal, 51 (2014) 4, S.640-670 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214541670
Schlagwörter	Discipline; Expulsion; Suspension; Disproportionate Representation; Administrator Attitudes; Institutional Characteristics; Principals; Racial Differences; Gender Differences; Socioeconomic Status; Predictor Variables; African American Students; Enrollment; Student Characteristics; Student Behavior; Models; Regression (Statistics); Hierarchical Linear Modeling; Statistical Analysis + Suchen Sie Ihr Suchwort? Disziplin; Relegation; Ausschluss; Schulausschluss; Principal; Schulleiter; Rassenunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Prädiktor; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Einschulung; Student behaviour; Schülerverhalten; Analogiemodell; Regression; Regressionsanalyse; Statistische Analyse
Abstract	In the context of a national conversation about exclusionary discipline, we conducted a multilevel examination of the relative contributions of infraction, student, and school characteristics to rates of and racial disparities in out-of-school suspension and expulsion. Type of infraction; race, gender, and to a certain extent socioeconomic status at the individual level; and, at the school level, mean school achievement, percentage Black enrollment, and principal perspectives all contributed to the probability of out-of-school suspension or expulsion. For racial disparities, however, school-level variables, including principal perspectives on discipline, appear to be among the strongest predictors. Such a pattern suggests that schools and districts looking to reduce racial and ethnic disparities in discipline would do well to focus on school-and classroom-based interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10