Publication Date
9-1-2021
Keywords
racial inequality, education, children
Volume
2021
Abstract
Racial bias and limited teacher training all influence how teachers and administrators react to Black student misbehavior. In addition, recently implemented institutional practices like zero-tolerance policies and increased emphasis on school security have also contributed to increases in the rate of disciplinary measures, especially suspension, for Black students. Experience with school discipline can significantly harm student academic achievement and increase the likelihood of Black students dropping out of school. More involvement with school discipline on the student's part is also associated with more serious consequences including decreased likelihood of enrollment in higher education and increased likelihood of involvement with the criminal justice system. Improved teacher training programs can help teachers more effectively respond to misbehavior and thereby decrease the disparity between how Black and White students are disciplined. Alternatives to discipline like restorative justice can also aid in decreasing this disparity.
Recommended Citation
Peterson, Emily
(2021)
"Racial Inequality in Public School Discipline for Black Students in the United States,"
Ballard Brief: Vol. 2021:
Iss.
3, Article 8.
Available at:
https://scholarsarchive.byu.edu/ballardbrief/vol2021/iss3/8