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A Clear Lack of Equity in Disciplinary Consequences for Black Girls in Texas: A Statewide Examination
John R. Slate, Pamela L. Gray and Brandolyn Jones
The Journal of Negro Education
Vol. 85, No. 3, Why We Can’t Wait: (Re)Examining the Opportunities and Challenges for Black Women and Girls in Education (Summer 2016), pp. 250-260
Published by: Journal of Negro Education
Stable URL: http://www.jstor.org/stable/10.7709/jnegroeducation.85.3.0250
Page Count: 11
You can always find the topics here!Topics: African Americans, Student discipline, School suspension, Hispanics, Grade levels, African American culture, Grade 4, High school students, Students, Nontraditional education
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In this investigation, the authors used Texas statewide data to determine the extent to which inequities were present in the assignment of disciplinary consequences for Black girls. Specifically examined were the assignment of in-school suspension, out-of-school suspension, and disciplinary alternative education program placement to all Black, Hispanic, and White girls in Texas Grades 4 through 11. Inferential statistical procedures yielded statistically significant differences in disciplinary consequence assignment to girls at each grade level. At every grade level, higher percentages of out-of-school suspensions were received by Black girls than by either White or Hispanic girls. Of interest was the sharp increases in disciplinary consequence assignment at Grades 6 and 9, both transition years for most students. A clear lack of equity was demonstrated in the assignment of disciplinary consequences to Black girls in all grade levels.
© The Journal of Negro Education, 2016