Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied

Item

Title: Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied
Abstract/Description: Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls’ exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate analysis to determine whether these patterns held after accounting for other identity markers. Finally, we used Critical Discourse Analysis to consider whether office referrals for Black girls were for subjective or objective behaviors and whether they aligned with dominant narratives.
Author/creator: Annamma, Subini Ancy; Anyon, Yolanda; Joseph, Nicole M.; Farrar, Jordan; Greer, Eldridge; Downing, Barbara; Simmons, John
Date: 2019
In publication: Urban Education
Volume: 54
Issue: 2
Pages: 211–242
Resource type: en Background/Context
Medium: en Print
Background/context type: en Conceptual
Keywords: Black girls; school discipline; racism; School-to-Prison Pipeline
Open access/free-text available: en Yes
Peer reviewed: en Yes
Language: English
DOI: 10.1177/0042085916646610
URL: Official Publisher's Webpage (SAGE Journals); Open Access PDF (via Publisher)
Citation: Annamma, S. A., Anyon, Y., Joseph, N. M., Farrar, J., Greer, E., Downing, B., & Simmons, J. (2019). Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied. Urban Education, 54(2), 211–242. https://doi.org/10.1177/0042085916646610
Cited in: Critical Perspectives on the Contexts of Improvement Research in Education

Item sets: Open Access Resource (IRE); Oxford Bibliography: The Policy Context of United States Educational Innovation and Improvement

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