Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders

Abstract

There is a large body of research examining the discipline experiences of Black males (Lewis et al. in Souls: A Critical Journey of Black Politics, Culture, and Society, 2009; Skiba et al. in The Urban Review, 34, 317-348, 2002); however, less is known about the types of behavioral infractions Black female students exhibit and the discipline sanctions imposed for Black girls for such infractions. As a result, the purpose of this study is to examine the type of discipline infractions exhibited by Black female students enrolled in an urban school district and to explore whether the pattern of discipline infractions and sanctions imposed for Black girls disproportionately differs from all female students, but more specifically White and Hispanic females. Results suggest that Black girls are overrepresented in exclusionary discipline practices and Black girls reason for discipline referrals differs significantly from White and Hispanic girls. Based on these findings, recommendations are provided for urban educational stakeholders.

Longitudinal relations between trauma‐related psychological distress and physical aggression among urban early adolescents

“…Traumatic experiences are common among adolescents (e.g., Finkelhor, Turner, Ormrod, & Hamby, 2009), yet teachers, administrators, and health professionals who lack trauma-informed training may misinterpret youths' responses to trauma (e.g., aggression), which can lead to harsher punishment or misdiagnoses without addressing youth's comorbid internalizing symptoms. This is particularly salient given the fact that African American girls receive more severe disciplinary actions than all other female students (Blake, Butler, Lewis, & Darensbourg, 2011) and are the fastest-growing population in the juvenile justice system (Crenshaw, Ocen, & Nanda, 2015).…”

More Than a Metaphor: The Contribution of Exclusionary Discipline to a School-to-Prison Pipeline

“…Wallace, Goodkind, Wallace, and Bachman (2008) reported that African American girls were over five times more likely than white girls to be suspended or expelled. A number of studies have shown high rates of disciplinary disparities for black females at both the elementary and secondary school levels (Blake, Butler, Lewis, & Darensbourg, 2011;Raffaele Mendez & Knoff, 2003;Toldson, McGee, & Lemmons, in press).…”

Early elementary teacher ratings of behavior as predictors of grade retention: Race, gender, and socioeconomic status as potential moderators

“…Additionally, schools should work toward adopting alternatives to retention by embracing additional intervention strategies that could be beneficial to students, such as highly structured after‐school and summer programming and increased academic and behavioral supports provided through a multitiered system of supports (MTSS; Bowman, ; Jimerson et al, 2006). Furthermore, supporting the implementation of school‐wide positive behavioral interventions and supports (SWPBIS) within an MTSS framework is important for preventing behavior problems before they occur (Blake, Butler, Lewis, & Darensbourg, ; National Association of School Psychologists, ; Skiba et al, ).…”