Understanding the Racial Discipline Gap in Schools

被引:56
作者
Gopalan, Maithreyi [1 ]
Nelson, Ashlyn Aiko [2 ]
机构
[1] Penn State Univ, University Pk, PA 16802 USA
[2] Indiana Univ, ONeill Sch Publ & Environm Affairs, Bloomington, IN USA
关键词
school discipline; race; discipline gap; disproportionality; SUSPENDED STUDENTS; AFRICAN-AMERICAN; BLACK-STUDENTS; RACE; ACHIEVEMENT; DISPROPORTIONALITY; CONSEQUENCES; SUSPENSION; BEHAVIOR; OUTCOMES;
D O I
10.1177/2332858419844613
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
We explore the discipline gap between Black and White students and between Hispanic and White students using a statewide student-level panel data set on Indiana public school students attending prekindergarten through 12th grade from 2008-2009 through 2013-2014. We demonstrate that the Black-White disciplinary gaps, defined in a variety of ways and robust to a series of specification tests, emerge as early as in prekindergarten and widen with grade progression. The magnitude of these disciplinary gaps attenuates by about half when we control ,fin- many student- and school-level characteristics, but it persists within districts and schools. In contrast, we find that Hispanic-White gaps are initially null and statistically insignificant at the prekindergarten/kindergarten level and attenuate substantially after adjustment for cross-school (district) variation and other covariates. We further disentangle the discipline gap using a decomposition technique that provides empirical support for the hypothesis that Black students nonrandomly sort into more punitive disciplinary environments.
引用
收藏
页数:26
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