Abstract There is a growing body of research that explores how school punishment practices are disrupting educational progress. It is also known that educational success and failure are linked to sex and racial/ethnic inequalities. What remains less known is how school punishment and student perceptions of just and fair punishment practices are related to sex and racial/ethnic disparities, specifically with the likelihood of being pushed out. This study utilizes multilevel analyses, drawing from the Education Longitudinal Study of 2002, to examine the impact school procedural justice has on being pushed out for male and female racial/ethnic minority students. The findings indicate that fair and just school procedural justice practices moderate the relationship between punishment and being pushed out. It also appears, however, male and female racial/ethnic minority students have increased odds of being punished, as well as have poor perceptions their school’s procedural justice. Even though improving school procedural justice could minimize the risk of being pushed out for male and female racial/ethnic minority students, the negative educational effect of being disciplined remains strong.

中文翻译：

---

学校程序正义与被推翻：研究性别与种族/民族的交集

摘要越来越多的研究探索学校惩罚行为如何扰乱教育进程。众所周知，教育的成功与失败与性别和种族/族裔不平等有关。仍然鲜为人知的是，学校的惩罚和学生对公正和公平的惩罚做法的看法如何与性别和种族/族裔差异有关，特别是被驱逐出境的可能性如何。这项研究利用2002年教育纵向研究的多层次分析方法，研究了学校程序正义对男性和女性种族/少数民族学生的影响。调查结果表明，公正和公正的学校程序正义实践可缓和惩罚与被推开之间的关系。但是，它也似乎 男女种族/少数族裔学生受到惩罚的可能性增加，并且对他们学校的程序正义感不佳。尽管改善学校程序公正性可以最大程度地减少男女种族/少数民族学生被赶出学校的风险，但受到纪律处分的负面教育效果仍然很强。