In-School Suspension and Number of Days Assigned by the Ethnicity-Race of Grades 4 and 5 Girls: A Texas, Multiyear Analysis
Abstract views: 63
/ 
PDF downloads: 46
DOI:
https://doi.org/10.5281/zenodo.10258808Keywords:
In-school suspension, ethnicity/race, Black, Hispanic, White, girlsAbstract
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
Barnes, M. J., Slate, J. R., Moore, G. W., & Martinez-Garcia, C. (2017). Disciplinary consequence assignment differences by student ethnicity/race and gender: A Texas statewide investigation. Social Science Review, 3(2), 1-18.
Children’s Defense Fund. (1975). School suspensions: Are they helping children? A report. Washington Research Project.
Chu, E., & Ready, D. (2018). Exclusion and urban public high schools: Short-and long-term consequences of school suspensions. American Journal of Education, 124(4), 479-509.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
Harkrider, T. (2020). Differences in exclusionary discipline practices for Grade 5 and 6 students: A Texas multiyear, statewide investigation (Unpublished doctoral dissertation). Sam Houston State University, Texas.
Hilberth, M. (2010). Black and White Texas middle school student discipline referral consequences and their relationship to academic achievement (Unpublished doctoral dissertation). Sam Houston State University, Texas.
Hilberth, M., & Slate, J. R. (2014). Middle school Black and White student assignment to disciplinary consequences: A clear lack of equity. Education and Urban Society, 46, 312-328. https://doi.org/10.1177/0013124512446218
Ibrahim, H., Barnes, D., Butler-Barnes, S., & Johnson, O. (2021). Impact of in-school suspension on Black girls’ math course-taking in high school. Social Sciences, 10(272). https://doi.org/10.3390/socsci10070272
Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed methods approaches (7th ed.). Sage.
Miller, B. (2021). Inequities in the number of days assigned to an exclusionary discipline consequence as a function of ethnicity/race and economic status of Texas high school students: A multiyear, statewide investigation (Unpublished doctoral dissertation). Sam Houston State University, Texas.
Morris, E. W., & Perry, B. L. (2017). Girls behaving badly? Race, gender, and subjective evaluation in the discipline of African American girls. Sociology of Education, 90(2), 127-148. https://doi.org/10.1177/0038040717694876
Office for Civil Rights. (2021). Data collection: US public schools. Retrieved July 9, 2023, from http://ocrdata.ed.gov
Skiba, R. J., Horner, R. H., Chung, C. G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85-107.
Slate, J. R., & Rojas-LeBouef, A. (2011). Calculating basic statistical procedures in SPSS: A self-help and practical guide to preparing theses, dissertations, and manuscripts. NCPEA Press.
Slate, J. R., Gray, P. L., & Jones, B. (2016). A clear lack of equity in disciplinary consequences for Black girls in Texas: A statewide examination. The Journal of Negro Education, 85(3), 250-260. https://doi.org/10.7709/jnegroeducation.85.3.0250
Smith, D., Ortiz, N. A., Blake, J. J., Marchbanks, M., Unni, A., & Peguero, A. A. (2020). Tipping point: Effect of the number of in-school suspensions on academic failure. Contemporary School Psychology, 25(4), 466-475. https://doi.org/10.1007/s40688-020-00289-7
Texas Education Code. (2021). Education Code 37. Alternative settings for behavior management. https://statutes.capitol.texas.gov/docs/ed/htm/ed.37.htm
Tiger, K. (2016). Inequities in disciplinary consequence assignment to elementary students: A Texas statewide investigation (Unpublished doctoral dissertation). Sam Houston State University, Texas.
White, J. W. (2019). Inequities in the number of days assigned to an exclusionary discipline consequence as a function of ethnicity/race and economic status of Texas middle school students: A multiyear, statewide investigation (Unpublished doctoral dissertation). Sam Houston State University, Texas.
White, J. W., & Slate, J. R. (2017). Differences in days assigned to exclusionary discipline consequences as a function of student poverty for Texas middle school students. Journal of Education Research, 9(4), 45-51.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Association for the Advancement of Interdisciplinary Education Studies
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
