African American adolescents are grossly overrepresented in rates of school suspensions for minor disciplinary infractions; however, the consequences associated with this disciplinary practice are unknown. African American adolescents who were suspended for minor infractions may perceive school rules and adults as unfair and illegitimate, and these poor perceptions toward school may compromise their social and interpersonal resources necessary for academic success. The present study investigates: (a) whether suspensions for minor infractions predict lower school grades longitudinally, and (b) whether poor school climate perceptions mediate the longitudinal link between suspensions for minor infractions and school grades. Based on 3 years of school records and social survey data from 2,381 adolescents (35% African American, 65% White), results illustrated that more African American adolescents were suspended for minor infractions than their White peers who committed similar infractions. In addition, African American adolescents suspended for minor infractions also had lower grades 1 and 2 years later. The longitudinal relation between suspensions for minor infractions and subsequent grades was partially mediated by African American adolescents’ school climate perceptions. Implications are discussed in relation to racial biases and developmentally appropriate, equitable disciplinary practices. Public Significance Statement: The present study shows that more African American youth are suspended for minor infractions than White youth. In addition, these suspensions predicted poor school grades and school climate perceptions for African American youth. These findings raise concerns about school adults’ discretion in using punitive school discipline policies and practices, as they may be contributing to academic disparities. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

中文翻译：

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轻微违规停学和学校氛围在预测青少年学业成绩中的作用。

非裔美国青少年因轻微违纪而被停学的比例严重过高；然而，与这种纪律做法相关的后果是未知的。因轻微违规而被停学的非裔美国青少年可能会认为学校规则和成年人是不公平和非法的，而这些对学校的不良看法可能会损害他们取得学业成功所必需的社会和人际关系资源。本研究调查：(a) 轻微违规停学是否纵向预测较低的学校成绩，以及 (b) 不良的学校气候认知是否调解轻微违规停学与学校成绩之间的纵向联系。根据 3 年的学校记录和来自 2,381 名青少年（35% 非裔美国人，65% 白人）的社会调查数据，结果表明，与犯下类似违规行为的白人同龄人相比，更多的非裔美国青少年因轻微违规行为被停职。此外，因轻微违规而被停学的非裔美国青少年在 1 年和 2 年后的成绩也较低。轻微违规停学与后续成绩之间的纵向关系部分由非裔美国青少年的学校气候感知介导。讨论了与种族偏见和发展适当、公平的纪律做法有关的影响。公共意义声明：本研究表明，与白人青年相比，更多的非裔美国青年因轻微违规而被停职。此外，这些停学预示着非裔美国青年的学习成绩和学校氛围会很差。这些发现引起了人们对学校成年人在使用惩罚性学校纪律政策和做法方面的自由裁量权的担忧，因为它们可能会导致学业差距。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）