Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders

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Girls Behaving Badly? Race, Gender, and Subjective Evaluation in the Discipline of African American Girls (2017, result): “Instead, consistent with other research (Blake et al. 2011), we find that black girls are disciplined primarily for less serious but more ambiguous offenses, such as disruptive behavior, dress code violations, disobedience, and aggressive behavior.”
Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students (2016, result): “…American males were given major ODRs at a rate of 1.25 times as often as their White counterparts, but African American females in particular were much more likely, odds ratio 5 1.73, to receive major ODRs when compared to White females, consistent with previous research (Blake et al., 2011).”
Whiteness as Property: Innocence and Ability in Teacher Education (2014, unknown): “In public schools, girls of color are subjected to disproportionate exclusionary discipline for infractions such as inappropriate dress, defiance, and fighting (Blake et al. 2011).”