The Big Picture

This chapter examines the disproportionate rates of school suspensions among minority students based on race, ethnicity, gender, socioeconomic status, and grade level. Despite Black students comprising only 20% of the school population in the study, they experience suspension rates far exceeding those of White and Hispanic students. The analysis reveals that race, gender, and socioeconomic status significantly correlate with disciplinary practices, underscoring systemic biases within school discipline.
What We Did

The authors reviewed existing research on school discipline disparities related to race, gender, and socioeconomic status, and conducted an empirical analysis using data from a small rural Texas school district. The study involved 262 students from grades 3 to 12, focusing on the factors influencing suspension rates, such as race, gender, economic disadvantage, and grade level. The methodology included convenience sampling from the Texas Education Agency data, regression analyses, and a two-way ANOVA to explore the predictors of suspension rates.

1

Disproportionate Impact on Black Students:

– Black students, though only 20% of the student body, accounted for 48% of suspensions, making them three times more likely to be suspended compared to their White counterparts.

– Hispanic students had the lowest suspension rates among the racial groups studied.

2

Gender Disparities:

Male students were suspended at higher rates than female students across all races, with Black males and females being closer in suspension rates compared to other groups.

3

Economic Disadvantage:

Economically disadvantaged students faced higher suspension rates, with 95% of suspended Black students falling into this category, compared to 58% of White and 79% of Hispanic students.

4

Grade Level Influence:

High school students (grades 9-12) had the highest suspension rates, while middle school students (grades 6-8) had the lowest.

5

Zero Tolerance Policies:

The study highlights the ineffectiveness of zero-tolerance policies, which contribute to the overrepresentation of Black and economically disadvantaged students in suspensions, often for minor infractions.

The findings emphasize the need for reform in school disciplinary practices to address racial and socioeconomic disparities. The data suggest that current policies disproportionately impact minority students, contributing to negative educational outcomes and perpetuating systemic inequities.

Based on what these young men said, here are some ideas that might help:

1

Moratorium on Discretionary Suspensions:

The authors recommend halting suspensions for minor infractions and instead using restorative practices to manage student behavior.

2

Focus Groups and Task Forces:

Implementing focus groups and strategic task forces can help schools address discipline disparities, improve communication, and develop effective, equitable policies.

3

Cultural Competence Training:

Regular training for teachers and administrators on cultural competence can help reduce implicit biases and improve student-teacher relationships, leading to fairer disciplinary practices.

4

Data-Driven Decision Making:

Schools should establish data collection portals to track disciplinary actions and identify areas needing improvement, ensuring policies are evidence-based and effective.

About the Study

The research was conducted by Melissa F. Kwende, Jennifer Wyatt Bourgeois, Howard Henderson, and Julian Scott from Texas Southern University. It serves as a case study highlighting the need for targeted interventions to reduce racial disparities in school discipline and promote a more equitable educational environment. The full APA citation is: Kwende, M. F., Bourgeois, J. W., Henderson, H., & Scott, J. (2022). Separate and still unequal: An analysis of school discipline. In Separate and Still Unequal (Chapter 6). IGI Global. https://doi.org/10.4018/978-1-6684-3359-1.ch006