NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1179557
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1538-8220
Authoritative School Climate and Suspension Rates in Middle Schools: Implications for Reducing the Racial Disparity in School Discipline
Heilbrun, Anna; Cornell, Dewey; Konold, Timothy
Journal of School Violence, v17 n3 p324-338 2018
The overuse of school suspensions has been linked to a host of negative outcomes, including racial disparities in discipline. School climate initiatives have shown promise in reducing these disparities. The present study used the Authoritative School Climate Survey--which measures disciplinary structure and student support as key measures of school climate--to investigate an association between teacher and student perceptions of school climate and suspension rates in a statewide sample of middle schools. Regression analyses controlling for school-level poverty and school size found that elements of authoritative climate, particularly structure, distinguish high- and low-suspending schools. Schools with high levels of student- and teacher-reported structure had lower overall suspension rates and a lower gap between Black and White suspension rates. These findings can be used to guide school climate initiatives to reduce racial disparities in school discipline.
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: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: N/A