Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline

摘要: Discipline practices in schools affect the social quality of each educa- tional environment, and ability children to achieve academic gains essential for success a 21st century society. We review documented patterns office discipline referrals 364 elementary middle during 2005-2006 year. Data were reported by school personnel through daily or weekly uploading using Web-based School-wide Information System. Descriptive logistic regression analyses indicate that students from African American families are 2.19 (elementary) 3.78 (middle) times as likely be referred problem behavior their White peers. In addition, results Latino more than peers receive expulsion out suspension consequences same similar behavior. These extend consistent with long history findings, argue direct efforts policy, practice, research address ubiquitous racial ethnic disparities discipline.