The relationship of school structure and support to suspension rates for Black and White high school students
نویسندگان
چکیده
This study examined the relationship between structure and support in the high school climate and suspension rates in a statewide sample of 199 schools. School climate surveys completed by 5,035 ninth grade students measured characteristics of authoritative schools, defined as highly supportive, yet highly structured with academic and behavioral expectations. Multivariate analyses showed that schools low on characteristics of an authoritative school had the highest schoolwide suspension rates for Black and White students after statistically controlling for school demographics. Furthermore, schools low on both structure and support had the largest racial discipline gaps. These findings highlight the characteristics of risky settings that may not meet the developmental needs of adolescents and may contribute to disproportionate disciplinary outcomes for Black students.
منابع مشابه
A Multilevel Examination of Racial Disparities in High School Discipline
National data have shown for decades that Black students experience more frequent and severe disciplinary actions that remove them from school (e.g., suspension), compared with their White peers. Despite extensive research documenting the sequelae associated with suspension (e.g., school drop-out and delinquency), there has been relatively scant research addressing the discipline gap as it rela...
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