ERIC Number: EJ1394557
Record Type: Journal
Publication Date: 2023-Nov
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0972
EISSN: EISSN-1573-1960
Intersections of Disproportion: A Critical Quantitative Examination of Dis/ability and Gender in Black Students' School Discipline Outcomes
Samimi, Ceema; Jefferson, Noah; Flanagan, Shelby; Anyon, Yolanda
Urban Review: Issues and Ideas in Public Education, v55 n4 p456-475 Nov 2023
This study uses critical race quantitative intersectionality to examine the impacts of gender and dis/ability type on Black students' school discipline outcomes. We use multilevel logistic regression models to analyze data from a large urban school district, considering the intersectional impact of gender and dis/ability type on school discipline outcomes among Black students (suspension, restorative justice, referral to law enforcement). We found that Black students identified as male, labeled with emotional dis/abilities, or identified as having ADHD were more likely to experience school discipline consequences than those who were not. These findings suggest that gender and dis/ability status are significant correlates of discipline outcomes, indicating that a general focus on race or special education masks important differences in discipline disparities.
Descriptors: Students with Disabilities, African American Students, Outcomes of Education, Urban Schools, Intersectionality, Suspension, Restorative Practices, Discipline, Law Enforcement, Gender Differences, Emotional Problems, Attention Deficit Hyperactivity Disorder, Special Education
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A