Understanding the Antecedents of the "School-to-Jail" Link: The Relationship Between Race and School Discipline
Understanding the Antecedents of the "School-to-Jail" Link: The Relationship Between Race and School Discipline
复制标题
了解“从学校到监狱”链接的前因：种族与学校纪律之间的关系
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
R. Paternoster
中科院分区：
文献类型：
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作者：
M. Rocque;R. Paternoster
缺乏学校成功，学校脱离和参与刑事司法系统之间的关系。这种联系被认为是“学校到监狱的管道”。“到目前为止，研究还没有澄清这种学业失败和脱离的前因或起源，尽管人们知道它发生在相对年轻的年龄。本研究探讨了一个可能的来源：种族偏见在学校的纪律经历在小学几年。使用多层次的分析，我们研究是否非洲裔美国小学生更容易接受纪律违规行为，同时控制个人层面，课堂层面和学校层面的因素。我们的研究结果在几个模型中都很强大，表明非洲裔美国儿童比其他种族类别的儿童受到更多的纪律违规行为。课堂因素、学校因素和学生行为不足以解释这一发现。我们还发现，学校层面的特点（例如，黑人学生的百分比）与整体学科水平有关，与种族威胁假设一致。这些发现对从学校到监狱的文献具有重要意义，并可能为为什么少数民族
the relationship between a lack of school success, school disengagement, and involvement in the criminal justice system. This link has been deemed the "school-to-jail pipeline." To date, research has not clarified the antecedents or origins of this school failure and disengagement, although it is known that it occurs at relatively young ages. This study examines one possible source: racial bias in school discipline experienced during the elementary school years. Using a multi-level analysis, we examine whether African-American elementary school students are more likely to receive disciplinary infractions while controlling for individual-level, classroom level, and school-level factors. Our findings, robust across several models, show that African-American children receive more disciplinary infractions than children from other racial categories. Classroom factors, school factors, and student behavior are not sufficient to account for this finding. We also find that school-level characteristics (e.g., percentage of black students) are related to overall discipline levels, consistent with a racial threat hypothesis. These findings have important implications for the school-to-jail literature and may point to one explanation for why minority
影响因子：
5
作者：
Sellers, RM;Caldwell, CH;Zimmerman, MA
通讯作者：
Zimmerman, MA