Excluding Whom? Race, Gender, and Suspension in High School

Bibliographic Data

ID9728698
AuthorsJacob H Erickson (0000-0003-2793-990X, Georgia Southern University, Statesboro, GA, USA, corresponding author), Jennifer Pearson (0000-0002-1960-1012, Wichita State University, Wichita, KS, USA)
Year2022
Volume54
Issue4
Pages389-422
Publication date2022-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245211027510
OpenAlexW3174903120
LanguageEN
Citations received3
References cited50

Students of color are more apt to face exclusionary discipline in school, such as suspension or expulsion, than their white counterparts, and once suspended students may be more likely to drop out of school altogether. Utilizing the Education Longitudinal Study (ELS), we assess the separate and combined effects of various student level influences while controlling for contextual influences on the odds of suspension and dropping out. Results suggest students of color face a more punitive schooling experience and are more likely to experience scholastic exclusion even after controlling for a host of covaraites. Thus, findings indicate implicit perceptions of students of color, irrespective of their attitudes and behaviors, guide disciplinary practices which have real effects for students’ subsequent academic experience

Demographic economics · Developmental psychology · Discipline · Drop out · Logistic regression · Odds · Pedagogy · Perception · Political science · Punitive damages · Race (biology · School Discipline · Sociology · Suspension (topology · Critical Race Theory in Education · Education Discipline and Inequality · Gender Studies · Medicine · Psychology · Social Psychology · Youth Substance Use and School Attendance

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