School demographic variables and out‐of‐school suspension rates: A quantitative and qualitative analysis of a large, ethnically diverse school district

By Linda M. Raffaele Mendez, H. Knoff, J. Ferron. 2002

323 citations recorded by the source corpus.

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Citations in the corpus

MODELING THE EFFECTS OF RACIAL THREAT ON PUNITIVE AND RESTORATIVE SCHOOL DISCIPLINE PRACTICES (2010, background): “Finally, student discipline also is influenced by the percent male students in schools (Artiles, 2003; Casella, 2001; Gregory, 1995; Noguera, 1995; Raffaele Mendez and Knoff, 2003; Skiba et al., 2002) and therefore is included in this research, with boys comprising 39.11 percent of the schools’ popu”
Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy (2007, result): “The vast majority of discipline was administered to students who were sent to the discipline office for nonviolent offenses, such as truancy and classroom defiance, which is consistent with other research (Keleher, 2000; Mendez et al., 2002).”
Parsing Disciplinary Disproportionality (2014, background): “…in documenting disproportionate rates of out-of-school suspension and expulsion for African American students (e.g., Costenbader & Markson, 1998; Gordon, Piana, & Kelecher, 2000; McFadden et al., 1992; Morrison & D’Incau, 1997; Petras et al., 2011; Raffaele Mendez et al., 2002; Skiba et al., 2002).”
Office Discipline and Student Behavior: Does Race Matter? (2010, background): “Indeed, this is exactly what Mendez et al. (2002) found in their examination of suspension policies across schools in Florida.”
Beyond Behavior: Multilevel Analysis of the Influence of Sociodemographics and School Characteristics on Students' Risk of Suspension (2013, background): “…or general factors related to resources, contrary to relationships previously found in correlational analyses (e.g., Christle et al. 2005; Raffaele Mendez et al., 2002; Raffaele Mendez & Knoff, 2003), or in studies examining other types of disparities (e.g., special education…”
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students (2011, background): “The disproportionality based on race remains after removing the effects of socioeconomic status (Raffaele Mendez, Knoff, & Ferron, 2002; Skiba et al., 2002).”
Breaking the School to Prison Pipeline: Identifying School Risk and Protective Factors for Youth Delinquency (2005, background): “5Suspension rates are often higher for middle schools than elementary or high schools in the United States (Nichols et al., 1999; Raffaele-Mendez et al., 2002; Skiba et al., 1997).”
The School-to-Prison Pipeline: A Critical Review of the Punitive Paradigm Shift (2015, background): “student codes of conduct, and, as will be reviewed later, disproportionate impact on certain groups of students (Faffaele-Mendez et al. 2002).”
BLACK-WHITE DIFFERENCES IN SCHOOL SUSPENSION: EFFECT OF STUDENT BELIEFS ABOUT TEACHERS (2008, background): “…American student suspension rates at school (Costenbader and Markson, 1988; Gordon et al., 2000; Nichols et al., 1999; Taylor and Foster, 1986; Thornton and Trent, 1988), others examine student and school-level factors that can predict student punishment (Mendez et al., 2002; Wu et al., 1982).”
Teaching the Social Curriculum: School Discipline as Instruction (2003, background): “…for a measure of SES at the school level (percentage of parents unemployed or percentage of students enrolled in free or reduced-cost meals; Raffaele Mendez et al., 2002; Wu, Pink, Crain, & Moles, 1982) or at the student level (parental education or qualification for free or reduced-cost…”