The role of colorism in explaining African American females’ suspension risk.

Abstract

African American female students' elevated suspension risk has received national attention. Despite a number of studies documenting racial/ethnic disparities in African American females' school suspension risk, few investigations have attempted to explain why these disparities occur. The purpose of this study was to examine the role of colorism in explaining suspension risk using a nationally representative sample of adolescent females. Controlling for individual- and school-level characteristics associated with school discipline such as student-teacher relationships, prior discipline history, school size and type, the results indicate that colorism was a significant predictor of school suspension risk. African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers. This finding was not found for African American female students with lighter skin complexions. Implications for adopting a colorist framework for understanding school discipline outcomes and future research for advancing the field in this area are discussed. (PsycINFO Database Record

African American Adolescent Girls’ Beliefs About Skin Tone and Colorism

“…Such mistreatment and marginalization not only engendered emotional and psychological trauma, but were especially impactful during adolescence. Similar to other ethnic groups, African American girls can experience negative social and psychological outcomes as a result of colorist practices and perceptions (Blake et al, 2017; Hunter, 2005; Keith & Herring, 1991; Landor et al, 2013; Wilder, 2010). An expanding body of literature has found that colorism can negatively affect psychological well-being (J.…”

Subtypes of Girls Who Engage in Serious Delinquency and Their Young Adult Outcomes

“…Age, grade, and race/ethnicity (White, Black or African American, Hispanic or Latino/a, other) were reported by participants as part of the school-based survey. Parents’ education level at Wave I was used as a proxy for SES given that parent education is highly associated with income over time and is often a stable measure of SES (Blake et al, 2017; Sirin, 2005).…”

Revisiting the Cost of Skin Color: Discrimination, Mastery, and Mental Health among Black Adolescents

“…Through processes of social comparison, youths may formulate ideas about the meaning of their skin tone in relation to their peers. For instance, the disparate treatment of black Americans with darker skin tone in terms of teacher engagement as well as punishment (Blake et al 2016; Tatum 2004) may signal to adolescents that having darker skin tone is a stigmatized status. Thus, youths may develop ideas about skin tone by observing how their peers are treated both by adults and by other peers.…”

“…Findings from this work suggest that the impact of skin tone on both depression and self-rated mental health operate, in part, through increased exposure to discrimination among black Americans with darker skin tone (Monk 2015). Importantly, this body of work highlights the way in which skin tone functions as a key system of stratification within the black population (Blake et al 2016; Hunter 2013; Monk 2014, 2015). Although the skin tone–health relationship has been demonstrated in several studies using data from adult populations (Cobb et al 2016; Monk 2015; Perreira and Telles 2014), scholars have yet to determine whether these skin tone differentials in discrimination and mental health emerge before adulthood.…”