Research into Factors Contributing to Discipline Use and Disproportionality in Major Urban Schools
Keywords: Disproportionality, Suspension, Expulsion, Discipline, Urban, African American
AbstractMajor urban high poverty schools frequently use exclusionary discipline (i.e., out of school suspensions) and apply these consequences disproportionately to African American students. We explored school demographic variables predicting these two outcomes using data from 433 major urban, high poverty schools. Results suggest a different set of predictors for the overall use of suspensions than for disproportionality. Specifically, four variables significantly predicted overall suspension use (office disciplinary referrals; the proportions of African American teachers, economically disadvantaged students, and African American students) whereas only one variable significantly predicted disproportionality (percentage economically disadvantaged students). Implications, limitations and future directions are provided.
How to Cite
Mcloughlin, C. S., & Noltemeyer, A. L. (2010). Research into Factors Contributing to Discipline Use and Disproportionality in Major Urban Schools. Current Issues in Education, 13(2). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/303
Authors hold the copyright to articles published in Current Issues in Education. Requests to reprint CIE articles in other journals should be addressed to the author. Reprints should credit CIE as the original publisher and include the URL of the CIE publication. Permission is hereby granted to copy any article, provided CIE is credited and copies are not sold.