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ERIC Number: EJ1215938
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0022-2984
A Clear Lack of Equity in Disciplinary Consequences for Black Girls in Texas: A Statewide Examination
Slate, John R.; Gray, Pamela L.; Jones, Brandolyn
Journal of Negro Education, v85 n3 p250-260 Sum 2016
In this investigation, the authors used Texas statewide data to determine the extent to which inequities were present in the assignment of disciplinary consequences for Black girls. Specifically examined were the assignment of in-school suspension, out-of-school suspension, and disciplinary alternative education program placement to all Black, Hispanic, and White girls in Texas Grades 4 through 11. Inferential statistical procedures yielded statistically significant differences in disciplinary consequence assignment to girls at each grade level. At every grade level, higher percentages of out-of-school suspensions were received by Black girls than by either White or Hispanic girls. Of interest was the sharp increases in disciplinary consequence assignment at Grades 6 and 9, both transition years for most students. A clear lack of equity was demonstrated in the assignment of disciplinary consequences to Black girls in all grade levels.
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8; Grade 9; High Schools; Grade 10; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas