Prior research has provided consistent evidence that minority students are more likely than White youth to experience punitive forms of discipline in schools. Scholars have theorized that these disadvantages are closely connected to gender and socioeconomic status, but little research has explored how these factors independently and jointly might moderate the effects of race/ethnicity. Using data from the 2012 to 2018 8th and 10th grade cohorts of the Monitoring the Future survey ( N = 53,986), these analyses find that minority students are more likely than Whites to experience suspension/expulsion and office referrals, and this pattern is especially prominent among females. Further, racial/ethnic disparities are amplified for youth whose parents have higher levels of educational attainment, though some differences by gender also emerge.
The rate at which women experience incarceration has increased substantially over the last four decades. Justice-involved women are often the primary caretakers of children and suffer more often from mental health, substance use, and other issues at higher rates than justice-involved males. Previous research has noted the need for gender-responsive programming, but less research has explored women inmate perceptions of the programming within women correctional facilities. This qualitative study examined 545 incarcerated women across multiple institutions in a large Southern prison system. We asked incarcerated women about their perceptions of accessibility, needs, benefits, and problems in correctional programming. Findings indicate that women’s programming may still not adequately address gender-based needs. Additionally, women among the sample identified several programming-related issues.
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