NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1173046
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1361-3324
An Exploration of the Relationships between Student Racial Background and the School Sub-Contexts of Office Discipline Referrals: A Critical Race Theory Analysis
Anyon, Yolanda; Lechuga, Chalane; Ortega, Debora; Downing, Barbara; Greer, Eldridge; Simmons, John
Race, Ethnicity and Education, v21 n3 p390-406 2018
A growing body of research indicates that exclusionary school discipline practices disproportionately impact students of color. Some scholars have theorized that racial disparities likely vary across school sub-contexts, as implicit bias in perceptions of student behavior may be more influential in locations where students and adults have weaker relationships (e.g. bathrooms and hallways, compared to the classroom). Guided by Critical Race Theory, this study used administrative data from a large urban school district (n = 20,166 discipline incidents, 9,170 students, and 185 schools) to consider the relationship between student race and the locations where youth are disciplined. Results indicate that Black, Latino/a, and Multiracial youth were no more likely than White students to have a discipline incident take place outside the classroom. These findings suggest attention is needed to the role of systemic bias and colorblind policies and practices in discipline disparities.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado (Denver)
Grant or Contract Numbers: N/A