Exclusionary school discipline has received national attention due to its association with juvenile justice contact. Research has demonstrated support for links between exclusionary discipline and negative outcomes such as school dropout and juvenile justice involvement. The purpose of this study was to examine the intersections of race, gender, and disability in explaining the risk for juvenile justice contact using a state database, representing a sample of adolescent students. Controlling for individual, school, and community characteristics that are associated with juvenile justice contact such as, race/ethnicity, previous years’ discipline rate, student retention from previous year, primary disability, whether the campus is a Title I school, as well as student body size and diversity, results suggest that disproportionality is prevalent when examining juvenile justice contacts, but the relationship among race, gender, disability, and discipline is a complicated one. Implications for understanding juvenile justice contact outcomes and future research for advancing the field are discussed.

中文翻译：

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种族，性别和残障以及青少年司法联络的风险

排他性学校学科因其与少年司法接触而备受关注。研究表明，支持排斥纪律和负面结果之间的联系，例如辍学和少年司法介入。这项研究的目的是使用代表青少年学生的州数据库，检查种族，性别和残疾的交往，以解释青少年司法接触的风险。控制与青少年司法接触相关的个人，学校和社区特征，例如种族/民族，前几年的纪律率，前一年的学生保留率，小学残疾，校园是否为一类Title学校以及学生的体型和多样性 结果表明，在审查少年司法往来时，不成比例现象很普遍，但种族，性别，残疾和纪律之间的关系却很复杂。讨论了理解青少年司法接触成果的含义以及推动该领域发展的未来研究。