In-School Suspension and Number of Days Assigned by the Ethnicity-Race of Grades 4 and 5 Girls: A Texas, Multiyear Analysis


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DOI:

https://doi.org/10.5281/zenodo.10258808

Keywords:

In-school suspension, ethnicity/race, Black, Hispanic, White, girls

Abstract

In this statewide, multiyear investigation, the extent to which student ethnicity/race was related to the rate and number of days that Grades 4 and 5 Black, Hispanic, and White girls were assigned to an in-school suspension was addressed. Separate analyses were conducted for each grade level and for each of the four school years. Established in this investigation was the clear presence of differences in the frequency and number of days that Grades 4 and 5 Black, Hispanic, and White girls were assigned to an in-school suspension in the 2016-2017 through the 2019-2020 school years. In both grade levels, Black and Hispanic girls were assigned to an in-school suspension at a statistically significantly higher rate than White girls. Black girls were assigned the highest average number of days to an in-school suspension, followed by White girls and Hispanic girls. Implications and recommendations for future research were made.

References

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Published

2023-12-25

How to Cite

Griffin, M. D., & Slate, J. R. (2023). In-School Suspension and Number of Days Assigned by the Ethnicity-Race of Grades 4 and 5 Girls: A Texas, Multiyear Analysis. Culture, Education, and Future, 1(2), 103–116. https://doi.org/10.5281/zenodo.10258808

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Articles