Although prior research has linked school-based punishment to a series of negative consequences, little is known about how being punished in school predicts future school-based punishment. To address this, the current study examines the extent to which being suspended in 9^th grade predicts subsequent suspensions within the same school. Using stereotype congruence theory as a framework, we examine differences by race (black versus white) and household income. The data are drawn from three cohorts of four-wave annual administrative data from a large urban school district in the Midwestern USA (N = 11,006). Findings indicate that being suspended in 9^th grade is associated with higher odds of subsequent suspension and a greater number of subsequent suspensions, but not a greater number of days per suspension. Black students suspended in 9^th grade were particularly likely to experience more subsequent suspensions. Further, these racial differences are not driven by household income measures. These findings indicate that racially disparate school punishment practices have cascading effects for black students.

尽管先前的研究已将基于学校的惩罚与一系列负面后果联系在一起，但对于在学校中受到惩罚如何预测未来基于学校的惩罚知之甚少。为了解决这个问题，目前的研究探讨的程度在悬浮于9^个等级预测同一学校内后续的悬浮液。使用刻板印象一致性理论作为框架，我们研究了种族（黑人与白人）和家庭收入之间的差异。数据来自美国中西部一个大型城市学区的三组四波年度行政数据（N  = 11,006）。调查结果表明，^第9^次被暂停等级与随后的停牌几率较高和随后的停牌次数较多相关，但每次停牌的天数并不多。悬浮于9黑人学生^个等级是特别容易的体验带来更多后续的悬浮液。此外，这些种族差异不是由家庭收入措施驱动的。这些发现表明，种族差异的学校惩罚做法对黑人学生具有连锁反应。