Citation

Lehmann PS, Meldrum RC. Justice Q. 2021; 38(3): 479-512.

Copyright

(Copyright © 2021, Academy of Criminal Justice Sciences, Publisher Informa - Taylor and Francis Group)

DOI

10.1080/07418825.2019.1688853

PMID

unavailable

Abstract

A vast body of research demonstrates that the consequences of the "criminalization" of school discipline are not racially equitable, and Black and Hispanic students are more likely than White youth to experience exclusionary school punishments. However, limited prior work has examined the factors that might strengthen or weaken racial/ethnic inequalities in school discipline. Theoretically, academic achievement could moderate the effects of race and ethnicity, especially in conjunction with gender, though the expected direction of these interactive relationships is unclear. To explore these issues, the current study makes use of data from the 2018 Florida Youth Substance Abuse Survey (N = 54,611). The analyses reveal that, while Black male youth are the most likely to be suspended, racial/ethnic disparities are greater among females than males. Additionally, racial differences in the likelihood of suspension are more prominent at higher levels of academic achievement, particularly among female students.

Language: en

Keywords

gender; implicit bias; punishment; race and ethnicity; School discipline