Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals

By Catherine P. Bradshaw, Mary M. Mitchell, Lindsey M. O’Brennan, P. Leaf. 2010

358 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a38b43ab61c13d52ccb2725ed03e8c21017f52e8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. McIntosh
2. R. Horner
3. C. Vincent
4. Tary J. Tobin
5. K. Smolkowski
6. E. Girvan
7. J. Swain-Bradway
8. Choong-Geun Chung

In Education

1. K. McIntosh
2. R. Horner
3. C. Vincent
4. Tary J. Tobin
5. K. Smolkowski
6. Choong-Geun Chung
7. E. Girvan
8. G. Cartledge

In Social Psychology

1. C. Vincent
2. K. McIntosh
3. R. Horner
4. Tary J. Tobin
5. Choong-Geun Chung
6. J. Swain-Bradway
7. K. Smolkowski
8. R. Skiba

Citations in the corpus

• Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support (2011, background): “…of ODR data in some cases show African American students referred disproportionately for greater subjective interpretation of behaviors, such as “disrespect” or “defiance” (Skiba et al., in press), but these findings are not necessarily supported by other studies (e.g., Bradshaw et al., 2010).”
• Parsing Disciplinary Disproportionality (2014, methodology): “African American students are overrepresented in a range of school disciplinary outcomes, including classroom referrals (Bradshaw et al., 2010; Rocque, 2010), out-of-school suspension (Eitle & Eitle, 2004; Gregory & Weinstein, 2008; Hinojosa, 2008), and zero tolerance–related expulsions (Tailor &…”
• Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students (2016, result): “…were sent to the office for a subjective offense, such as inappropriate language, 25 African American students would have been sent to the office, which would be problematic if the actual rate of behav‐ iors were similar for both White and African American students (e.g., Bradshaw et al., 2010).”
• Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline (2014, background): “found that African American students were significantly more likely to receive ODRs, even when controlling for teacher ratings of their disruptive behavior.(14) The results of other research has shown that White students are more often issued ODRs for relatively objective problem behaviors, which ar”