Since little is known about how being punished in school predicts future school-based punishment, this study examined the extent to which being suspended in 9th grade predicted subsequent suspensions within the same school.
Using stereotype congruence theory as a framework, the study examined differences by race (Black versus white) and household income. The data were drawn from three cohorts of four-wave annual administrative data from a large urban school district in the Midwestern USA (N = 11,006). Findings indicate that being suspended in 9th grade is associated with higher odds of subsequent suspension and a greater number of subsequent suspensions, but not a greater number of days per suspension. Black students suspended in 9th grade were particularly likely to experience more subsequent suspensions. Further, these racial differences were not driven by household income measures. These findings indicate that racially disparate school punishment practices have cascading effects for Black students. (Publisher Abstract)
Downloads
Related Datasets
Similar Publications
- Risk and Rehabilitation: Supporting the Work of Probation Officers in the Community Reentry of Extremist Offenders
- EMERGING RIGHTS OF THE CONFINED - ACCESS TO THE COURTS AND COUNSEL
- School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers’ Stress and Coping Profiles