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作者

来源

URBAN EDUCATION,Vol.54,Issue2,P.211-242

语言

英文

关键字

Black girls; school discipline; racism; School-to-Prison Pipeline; CRITICAL RACE; STUDENTS; CLASSROOM; GENDER; ACHIEVEMENT; EXPERIENCES; RESISTANCE; EDUCATION; LEGAL

作者单位

[Annamma, Subini Ancy] Univ Kansas, Dept Special Educ, Joseph R Pearson Hall,Rm 521,1122 West Campus Rd, Lawrence, KS 66045 USA. [Anyon, Yolanda] Univ Denver, Denver, CO 80208 USA. [Joseph, Nicole M.] Univ Denver, Teaching & Learning, Denver, CO 80208 USA. [Farrar, Jordan] Univ Denver, Grad Sch Social Work, Denver, CO 80208 USA. [Greer, Eldridge] Denver Publ Sch, Whole Child Supports, Denver, CO USA. [Downing, Barbara] Denver Publ Sch, Off Social Emot Learning, Denver, CO USA. [Simmons, John] Denver Publ Sch, Div Student Serv, Denver, CO USA. Annamma, SA (reprint author), Univ Kansas, Dept Special Educ, Joseph R Pearson Hall,Rm 521,1122 West Campus Rd, Lawrence, KS 66045 USA. E-Mail: subiniannamma@ku.edu

摘要

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.