Categories

Report: The Color of Discipline: Sources of Racial and Gender

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Categories

EQUITY, disproportionality, outcomes, Behavior Intervention, positive behavior interventions and support, REFORM, accountability, CULTURE, culturally responsive

Areas

STATE:Inclusive Leadership for Equity and Accountability

Authors

Skiba, R.J., Simmons, A.B., Ritter, S., Kohler, K., Henderson, M., Wu, T.

Published

2000

Abstract

Disproportionate representation of minority students, especially African Americans, in a variety of school disciplinary procedures has been documented almost continuously for the past 25 years, yet there has been little study of the factors contributing to that disproportionality. Whether disparate treatment of a group can be judged as bias depends largely on the extent to which other hypotheses that could provide a credible alternative explanation of the discrepancy can be ruled out. In this study, investigation of three alternative hypotheses led to different conclusions for disproportionate representation based on gender, race, and socioeconomic status.

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