A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance
Datos Bibliográficos
| ID | 9729135 |
|---|---|
| Autores | Aydin Bal (0000-0001-7246-5876, University of Wisconsin–Madison, WI, USA, autor de correspondencia), Jennifer Betters-Bubon (University of Wisconsin–Whitewater, WI, USA), Jennifer Betters‐Bubon (0000-0001-9243-708X, University of Wisconsin–Whitewater), R E Fish (0000-0002-5720-021X, New York University) |
| Año | 2019 |
| Volumen | 51 |
| Número | 2 |
| Páginas | 247-268 |
| Fecha de publicación | 2019-02-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education and Urban Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124517716260 |
| OpenAlex | W2614624674 |
| Idioma | EN |
| Citas recibidas | 47 |
| Referencias citadas | 30 |
Racial minority youth are disproportionally removed from their learning environment due to school discipline and placed in special education for emotional disturbance. These disparities continue to trouble families, educators, and policy makers, particularly within urban schools. Yet there is a paucity of research on how behavioral outcome disparities occur in different states. This study addresses this gap examining the extent and predictors of behavioral outcome disparities in Wisconsin. Using the entire state’s data, we conducted multilevel logistic regression analyses. The analyses showed that African American students were seven times and Native American and Latino students were two times more likely to receive exclusionary discipline. African American students and Native American students were two to three times more likely to be labeled as emotionally disturbed. Students’ race, gender, income, language, attendance, and academic proficiency were related to outcome disparities while school characteristics were not substantively meaningful predictors, excepting the percentage of transferred students. Implications for future research and practice are discussed
African american · Attendance · Criminology · Ethnic group · Identification (biology · Logistic regression · Mathematics education · Multilevel model · Pedagogy · Political science · Race (biology · School Discipline · Sociology · Special education · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Gender Studies · Medicine · Psychology
Beyond Static Markers in Disproportionality Research
Those That Remain
An Intersectional Examination of the Master Narrative of Emotional and Behavioral Disorder and Its Entanglements With Multilingual Learners With Learning Disabilities Within the Least Restrictive Environment
Intervention Research for Students With Emotional and Behavioral Disorders
IncreasED
Exploring the early observations of parents supporting their children with school attendance problems ( SAPs )
Mapping Access and Opportunity for Students with Disabilities
Intersectional Program Evaluation
A Systematic Review of Boundary-Crossing Partnerships in Designing Equity-Oriented Special Education Services for Culturally and Linguistically Diverse Students With Disabilities
Racial and Gender Bias in School Psychologists’ Special Education Classification Considerations
A Systematic Review of Characteristics of Students With Emotional Disturbance in Special Education Research
Disrupting Durabilities of Colonial Logics in the Field of Special Education
Expanding Transformative Agency
Understanding Disability
Organizing Possible Futures
Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality
Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior
Predicting out-of-school suspensions among youth in care in England
Information sharing between psychiatric hospitals and schools to better support adolescents returning to school following a suicide-related crisis
Contradictions as an entry into inclusive systemic design
Inclusive knowledge production at an elementary school through family-school-university partnerships
A Multilevel Investigation into Contextual Reliability in the Designation of Cognitive Health Conditions among U.S. Children
Beyond Good Intentions in Special Education Policy
Understanding the Empty Backpack
Learning lab as a utopian methodology for future making
Teachers’ and Administrators’ Perceptions of Police-to-Student Encounters
Inclusive Future Making Through Critical Implementation Praxis to Address Racial Disproportionality in School Discipline
The roles of student gender, race, and psychopathology in teachers' identification of students for services
Striking the Tip of an Iceberg
Transformative agency for justice
Continual disobedience
Culturally responsive positive behavioral interventions and supports
Culture, context, and disability
School Pushout
Clues to Reversing the School-to-Prison Pipeline
Intersections of Disproportion
The Reading Journey of Zion—A Case Study of Race in the Context of Special Education
Racial Equity by Design
Reducing racial inequalities in adulthood arrest by reducing inequalities in school discipline
Adding Color to My Tears
Conceptualizing Education for Sustainable Development in Urban Secondary Schools
Repeated School Suspensions
Teacher-Student Race Match and Identification for Discretionary Educational Services
Standing Out and Sorting In
Creating Thirdspace
It's Not Easy, But It Needs to Be Done
Considerations for improving racial equity in schools
Within-Group Diversity in Minority Disproportionate Representation
Suspension, Race, and Disability
The Miner’s Canary
Justifying and Explaining Disproportionality, 1968–2008
Disproportionality in Special Education
Are zero tolerance policies effective in the schools?
Race Is Not Neutral
Dropping Out
The Social Construction of School Punishment
Multilevel evaluation of factors predicting school exclusion among middle and high school students
Prior problem behavior accounts for the racial gap in school suspensions
The Color of Discipline
The Intersection of Race, Culture, Language, and Disability
School Suspensions
The Achievement Gap and the Discipline Gap
Minorities Are Disproportionately Underrepresented in Special Education
The School-to-Prison Pipeline
Parsing Disciplinary Disproportionality
From the Achievement Gap to the Education Debt
Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals
Inequality, Segregation, and the Overrepresentation of African Americans in School Suspensions
Who Is Placed into Special Education
| Obras citantes distintas | 47 |
|---|---|
| Citas por año | 5,88 |
| Intervalo de citas | 2018 - 2026 (9) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 47 |