Abstract

This study examined the extent to which disparities in Black and White students’ risks of receiving office discipline referrals (ODRs), and out-of-school suspensions (OSSs) were related to differences in implicit and explicit racial biases assessed at the community level. The sample consisted of discipline records for 1,354,010 students enrolled in 2,100 U.S. schools in 183 communities distributed across the United States. Analyses estimated and compared the contributions of average implicit and explicit racial biases in schools’ localities to school-level disproportionality in ODRs, OSSs, and OSSs controlling for disproportionality in ODRs. Results showed that community-level racial biases were related to racial disparities in ODRs and OSSs in schools, with some important differences by type of discipline decision.

Impact Statement

This study provides evidence that community-level explicit and implicit racial biases are associated with school-level racial disproportionality. Results indicate that a significant proportion of racial disproportionality may result from the effects of bias on the decision to issue an office discipline referral, as opposed to the decision tosuspend a student, indicating that a focus on classroom systems has the strongest potential to increase equity in school discipline.

Supplemental data for this article can be accessed online at https://doi.org/10.1080/2372966X.2020.1838232

摘要

本研究调查了黑人和白人学生接受办公室纪律推荐 (ODR) 和校外停学 (OSS) 的风险差异与社区层面评估的内隐和外显种族偏见差异的程度。样本包括在美国各地 183 个社区的 2,100 所美国学校注册的 1,354,010 名学生的纪律记录。分析估计并比较了学校所在地的平均隐性和显性种族偏见对 ODR、OSS 和 OSS 中学校层面不成比例的贡献，控制了 ODR 中的不成比例。结果表明，社区层面的种族偏见与学校 ODR 和 OSS 的种族差异有关，在学科决策类型上存在一些重要差异。

影响声明

这项研究提供的证据表明，社区层面的显性和隐性种族偏见与学校层面的种族不成比例有关。结果表明，很大一部分种族不成比例可能是由于偏见对发布办公室纪律推荐决定的影响，而不是决定暂停学生，这表明关注课堂系统最有可能增加公平学校纪律。

本文的补充数据可在 https://doi.org/10.1080/2372966X.2020.1838232 在线访问