Social Control and Intersectionality: A Multilevel Analysis of School Misconduct, Location, Race, Ethnicity, and Sex

Byrd, Kaitland M.; Kahle, Lindsay; Peguero, Anthony A.; Popp, Ann Marie

doi:10.1080/02732173.2014.1000552

Cited by 13 publications

(20 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Finally, because boys tend to receive harsher discipline (Ferguson 2001), the analyses include percent male students. The size of student enrollment (Byrd et al 2015) and grade levels taught (Kupchik 2010) are also related to the punitiveness of disciplinary responses, with smaller schools and primary schools generally using milder responses. Accordingly, we include school size and grade level, operationalized with dummy variables (yes = 1, no = 0) for primary school and middle school, with high school serving as the reference category.…”

Section: Methodsmentioning

confidence: 99%

Latino/a Student Threat and School Disciplinary Policies and Practices

Welch

Payne

2018

Sociol Educ

View full text Add to dashboard Cite

Using a nationally representative sample of approximately 3,500 public schools, this study builds on and extends our knowledge of how ‘‘minority threat’’ manifests within schools. We test whether various disciplinary policies and practices are mobilized in accordance with Latino/a student composition, presumably the result of a group response to perceptions that white racial dominance is jeopardized. We gauge how schools’ Latino/a student populations are associated with the availability and use of several specific types of discipline. We further explore possible moderating influences of school crime and economic disadvantage on punishment. We find that schools with larger percentages of Latino/a students are more likely to favor certain punitive responses and less likely to favor certain mild responses, as predicted by minority threat. The percentage of Latino/a students is also related to greater use of certain disciplinary responses in schools with less crime.

show abstract

Section: Methodsmentioning

confidence: 99%

Latino/a Student Threat and School Disciplinary Policies and Practices

Welch

Payne

2018

Sociol Educ

View full text Add to dashboard Cite

show abstract

“…Consequently, our review showed that most of the analyzed studies centered on the predictors and correlates of deviance. It highlights their focus on revealing and characterizing the predictors of deviance, mainly using strain theory (Aseltine et al, 2000;Cheung and Cheung, 2010;Adamczyk, 2012;Bruno et al, 2012;Scheuerman, 2019), social control (Free, 1992;Woodward et al, 2001;Jang, 2002;Byrd et al, 2015), social learning theories (Barnes and Farrell, 1992;Benda, 1994;Winfree et al, 1994;Terrell, 1997;Regnerus, 2002), or routine opportunity theories (Osgood et al, 1996;Marcum et al, 2010;Maimon and Browning, 2012b;Ragan et al, 2014;Yuan and McNeeley, 2018). As we observed from the manual analysis of the 488 articles, this is mainly done through quantitative analysis; 348 articles out of 488 were examined using quantitative methods.…”

Section: Discussionmentioning

confidence: 99%

Adolescent Deviance and Cyber-Deviance. A Systematic Literature Review

et al. 2021

View full text Add to dashboard Cite

Deviance is a complex phenomenon that influences aspects both at the macro and micro levels, extensively studied by social scientists The main objective of this article was to conduct a systematic literature review for clustering the topics on adolescent deviance and online deviance. Grounded in Pickering's and Byrne's guidelines and PRISMA protocol, we identified the most recurrent themes, theories and predictors in the 61 most-cited articles related to the concept of deviance from the database of Web of Science, as well as in 488 abstracts of representative papers. The results emphasized four main clusters of topics, namely, predictors of deviance, online deviance, socio-constructivist theories, and research based theories of deviant behavior. The findings highlighted that researchers frequently use strain theory, social learning, self-control, and social control theories in their studies. Our systematic literature review revealed also the most encountered predictors of deviance, which we have classified into five main categories: family patterns, socio-demographic aspects, socialization, victimization, and school and individual factors. For online deviance, family patterns, socio-demographic aspects, victimization, school and individual factors, and Internet and computer use have been determined to be the main groups of predictors. The present systematic literature review makes an important contribution to the understanding of deviance by presenting an overview of the phenomenon.

show abstract

“…According to Byrd and colleagues (2015), inequality based on race, school location, and class can pose barriers to school stability as it relates to problems in teacher turnover and limited resources. Specifically, and in the context of social control theory, rural schools can be more vulnerable to disciplinary issues as the school may not be able to establish a strong bond between teachers, underrepresented students, and the school (Byrd et al 2015). In other words, disparities in rural schools may be affected by lack of community bonding and perceptions of BISOC, as the racial/ethnic demographics shift.…”

Section: Discussionmentioning

confidence: 99%

Exclusion from Educational Opportunity in Diversifying Rural Contexts*

2021

View full text Add to dashboard Cite

Racial/ethnic disproportionality within special education refers to the overor underrepresentation of a racial/ethnic group in an educational category, program, or service in comparison to the group's proportion in the overall population. The educational equity implications of disproportionality have been discussed in multiple studies, and schools may risk receiving federal citations and sanctions in significant instances of disproportionality. However, disproportionality in special education is rarely examined within rural settings, despite demographic change leading to more racially and ethnically diverse rural schools. This article uses event history methodology to understand how changing district-level social contextual factors are associated with the issuance of federal citations for disproportionality in special education during 2004-2005 to 2011-2012 school years among rural districts within New York. We find that among majority-white districts, the likelihood of citation is much greater when there is a substantial increase in the number of children of color enrolled. In contrast, racial/ethnic demographic changes within more diverse rural districts, whether enrollment increases or decreases, reduce the likelihood of a citation. Also, as teacher turnover and student enrollments increase, the likelihood of citation increases. As rural communities continue to become less racially and ethnically homogenous, scholars and educators must consider the ways in which Black, Indigenous, and students of color can be appropriately supported in schools and the important variation across rural spaces.

show abstract

Social Control and Intersectionality: A Multilevel Analysis of School Misconduct, Location, Race, Ethnicity, and Sex

Cited by 13 publications

References 37 publications

Latino/a Student Threat and School Disciplinary Policies and Practices

Latino/a Student Threat and School Disciplinary Policies and Practices

Adolescent Deviance and Cyber-Deviance. A Systematic Literature Review

Exclusion from Educational Opportunity in Diversifying Rural Contexts*

Contact Info

Product

Resources

About