Citation

Heilbrun A, Cornell D, Konold T. J. School Violence 2018; 17(3): 324-338.

Copyright

(Copyright © 2018, Informa - Taylor and Francis Group)

DOI

10.1080/15388220.2017.1368395

PMID

unavailable

Abstract

The overuse of school suspensions has been linked to a host of negative outcomes, including racial disparities in discipline. School climate initiatives have shown promise in reducing these disparities. The present study used the Authoritative School Climate Survey--which measures disciplinary structure and student support as key measures of school climate--to investigate an association between teacher and student perceptions of school climate and suspension rates in a statewide sample of middle schools. Regression analyses controlling for school-level poverty and school size found that elements of authoritative climate, particularly structure, distinguish high- and low-suspending schools. Schools with high levels of student- and teacher-reported structure had lower overall suspension rates and a lower gap between Black and White suspension rates. These findings can be used to guide school climate initiatives to reduce racial disparities in school discipline.

Language: en

Keywords

Racial disproportionality; school climate; school discipline; suspensions