A Multilevel Examination of Racial Disparities in High School Discipline: Black and White Adolescents' Perceived Equity, School Belonging, and Adjustment Problems
A Multilevel Examination of Racial Disparities in High School Discipline: Black and White Adolescents' Perceived Equity, School Belonging, and Adjustment Problems
复制标题
DOI：
10.1037/edu0000155
复制
发表时间：
2017-05-01
影响因子：
4.9
通讯作者：
Mendelson, Tamar
中科院分区：
文献类型：
--
作者：
Bottiani, Jessika H.;Bradshaw, Catherine P.;Mendelson, Tamar
几十年来，国家数据显示，黑人学生经历了更频繁和更严厉的纪律处分，将他们从学校开除（例如，与他们的白色同龄人相比。尽管广泛的研究记录了与暂停相关的后遗症（例如，尽管存在着一些问题（如辍学和少年犯罪），但对学科差距的研究相对较少，因为它关系到学生在学校的归属感和公平待遇，或它可能引起的潜在调整问题。本观察性研究在马里兰州的58所高中调查了19，726名青少年（黑人n = 7，064，白色n = 12，622）的黑人-白色学科差距。采用多层次的框架，并利用来自美国教育部民权办公室和学生报告马里兰州安全和支持性学校（MDS 3）学校气候调查的数据，我们的特点是58所高中的黑人相对于白色学生的校外停课风险。然后，我们评估了黑人学生校外停课的过度风险是否与感知的学校公平和学校归属感呈负相关，与适应问题呈正相关（即，外化症状）在一个分层分析的白色和黑人学生。我们发现，学校层面的学科差距与黑人学生对学校公平性的看法有关（伽马= -.54，p
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 relates to students' sense of belonging and equitable treatment at school, or to potential adjustment problems it may evoke. The present observational study examined the Black-White discipline gap in 58 high schools with a sample of 19,726 adolescents (Black n = 7,064, White n = 12,622) in Maryland. Employing a multilevel framework and leveraging data from the U.S. Department of Education's Office of Civil Rights and the student-report Maryland Safe and Supportive Schools (MDS3) School Climate Survey, we characterized 58 high schools by their excess in Black relative to White student risk of out-of-school suspension. We then assessed whether Black students' excess risk of out-of-school suspension was negatively associated with perceived school equity and school belonging, and positively associated with adjustment problems (i.e., externalizing symptoms) in a stratified analysis of White and Black students. We found that school-level discipline gaps were associated with Black students' perceptions of less school equity (gamma = -.54, p