To educate or to incarcerate: Factors in disproportionality in school discipline |
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| Affiliation: | 1. RAND Corporation, 1776 Main Street, Santa Monica, CA 90407-2138, United States;2. University of California Los Angeles, Department of Social Welfare, Luskin School of Public Affairs, 3250 Public Affairs Building, Box 951656, Los Angeles, CA 90095-1656, United States;1. School of Social Work, Wayne State University, Detroit, MI, USA;2. School of Social Work, University of Michigan, Ann Arbor, MI, USA;3. School of Social Work, University of Georgia, Athens, GA, USA;1. Department of Kinesiology, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132, United States;2. Department of Economics, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132, United States;3. School of Nursing, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132, United States;1. University of Cincinnati, School of Criminal Justice, ML 210389, 665 Dyer Hall, Clifton Avenue, Cincinnati, OH 45221-0389 United States;2. Florida State University, College of Criminology and Criminal Justice, 634 West Call Street, Tallahassee, FL 32306-1127 United States;3. University of Texas at Dallas, School of Economic, Political, and Policy Sciences, 800 West Campbell Road, Richardson, TX 75080-3021 United States;4. King Abdulaziz UniversityCenter for Social and Humanities ResearchJeddah, Saudi Arabia;1. Department of Family Sciences, University of Kentucky, 160 Funkhouser Drive, Lexington, KY 40506, USA;2. Behavioral Medicine and Clinical Psychology, Cincinnati Children''s Hospital, 3333 Burnett Avenue, Cincinnati, OH 45229-3026, USA |
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| Abstract: | The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline. |
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