ERIC Number: EJ1023081
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: 37
Middle School Black and White Student Assignment to Disciplinary Consequences: A Clear Lack of Equity
Hilberth, Michele; Slate, John R.
Education and Urban Society, v46 n3 p312-328 May 2014
Disciplinary consequences assigned to all Texas middle school Black and White students ("n" = 172,551 Grade 6 students; 173,671 Grade 7 students; 175,730 Grade 8 students) for the 2008-2009 school year were analyzed to determine the extent to which statistically significant differences were present between the proportion of Black students and the proportion of White students assigned discipline consequences. Black students received in-school suspension at more than twice the percentage of their representation in the overall student sample population. Similar results were present for out-of-school suspension, with proportionately more Black students being assigned to out-of-school suspension than White students. Although the number of students assigned to disciplinary alternative education program placement was small, Black students were still assigned to this disciplinary consequence at a much higher percentage than were White students. A lack of equity was clearly demonstrated in the overrepresentation of Black middle school students assigned to disciplinary consequences.
Descriptors: Middle School Students, Discipline, Suspension, African American Students, White Students, Racial Discrimination, Racial Differences, Disproportionate Representation, Statistical Analysis, Statistical Significance, Student Behavior
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Grade 6; Grade 7; Grade 8
Authoring Institution: N/A
Identifiers - Location: Texas