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

Publisher Webpage

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

• Email