Students of color are more apt to face exclusionary discipline in school, such as suspension or expulsion, than their white counterparts, and once suspended students may be more likely to drop out of school altogether. Utilizing the Education Longitudinal Study (ELS), we assess the separate and combined effects of various student level influences while controlling for contextual influences on the odds of suspension and dropping out. Results suggest students of color face a more punitive schooling experience and are more likely to experience scholastic exclusion even after controlling for a host of covaraites. Thus, findings indicate implicit perceptions of students of color, irrespective of their attitudes and behaviors, guide disciplinary practices which have real effects for students’ subsequent academic experience.

有色人种学生比白人学生更容易在学校面临排斥性纪律处分，例如停学或开除，一旦停学，学生可能更有可能完全辍学。利用教育纵向研究 (ELS)，我们评估各种学生水平影响的单独和综合影响，同时控制对停学和辍学几率的上下文影响。结果表明，有色人种学生面临更严厉的学校教育经历，即使在控制了一系列协变量后，他们也更有可能遭受学术排斥。因此，调查结果表明学生对有色人种的内隐认知，无论他们的态度和行为如何，都指导着对学生随后的学术经历产生实际影响的纪律实践。