Parsing Disciplinary Disproportionality

By R. Skiba, Choong-Geun Chung, Megan Trachok, Timberly L. Baker, Adam Sheya, R. Hughes. 2014

492 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/acbb142f22e748dce5dc64c7ae20c29f580cb9ae

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. K. Smolkowski
4. E. Girvan
5. Francis L. Huang
6. A. Bal
7. A. Gregory
8. Jennifer Betters-Bubon

In Education

1. R. Horner
2. K. McIntosh
3. Francis L. Huang
4. E. Greer
5. A. Bal
6. A. Gregory
7. Jennifer Betters-Bubon
8. S. Sinclair

In Social Psychology

1. K. McIntosh
2. R. Horner
3. Francis L. Huang
4. A. Bal
5. A. Gregory
6. Jennifer Betters-Bubon
7. Travis A. Riddle
8. S. Sinclair

Citations in the corpus

• A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance (2019, background): “With increasing national efforts, a new line of research using multilevel regression analyses has begun to examine the effects of both school- and student-level variables (e.g., Bradshaw, Mitchell, Brennan, & Leaf, 2010; Eitle & Eitle, 2004; Hibel et al., 2010; Skiba et al., 2014).”
• Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline (2014, background): “Evidence of explicit bias in the school discipline context may be seen in the relation between school rates of disproportionality and the principal’s endorsement of exclusionary discipline and zero tolerance policies.(34)”
• Teachers Are People Too: Examining the Racial Bias of Teachers Compared to Other American Adults (2020, background): “…disparities in expectations and evaluation of students (Irizarry, 2015; Tenenbaum & Ruck, 2007; Yates & Marcelo, 2014), as well as their punishment (Skiba et  al., 2002, 2014) academic-level placement (Glock et al., 2015; Solorzano & Ornelas, 2004), and academic achievement (Reardon et  al.,…”
• Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study (2018, unknown): “…number of days of suspension) for similar violations of school rules than their White peers (see Bradshaw, Mitchell, O’Brennan, & Leaf, 2010; Losen, Hodson, Ee, & Martinez, 2015; Skiba et al., 2014; Skiba et al., 2011; Skiba, Michael, Nardo, & Peterson, 2002; Skiba, Shure, & Williams, 2012).”
• An Examination of Restorative Interventions and Racial Equity in Out-of-School Suspensions (2018, background): “Specifically, the likelihood of a Black student receiving OSS is significantly higher than that of a White student when the students are similar in terms of low-income status (Skiba et al., 2014) and academic underperformance (Blake et al., 2016; Fabelo et al., 2011).”