Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline

By R. Skiba, R. H. Horner, Choong-Geun Chung, M. Rausch, Seth L. May, Tary J. Tobin. 2011

1,456 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bd28b4989105142fd980d33ccb469df4321bb610

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Citations in the corpus

Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina (2017, background): “While these gaps are viewed as a source of persistent racial disparities, a smaller body of literature has revealed that Black and Latino students are also disproportionately subject to harsh discipline actions (Skiba et al., 2011; Skiba, Michael, Nardo, & Peterson, 2002).”
Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions (2018, background): “…and special education practices (Artiles, Kozleski, Trent, Osher, & Ortiz, 2010; Losen & Orfield, 2002; Porowski, O’Conner, & Passa, 2014; Skiba et al., 2011; Sullivan, 2011; cf. Morgan et al., 2015), interventions to promote educator competencies and schoolwide procedures to bridge…”
School Suspensions and Adverse Experiences in Adulthood (2017, background): “In addition to physically removing students from school, exclusionary school discipline may lead to student disengagement and alienation (see Skiba et al., 2011, 2014).”
Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, background): “Recent national research has shown that the rates of office discipline referrals (ODRs) for African American students are two to four times greater than for White students across all grade ranges (Skiba et al., 2011).”
Using Discipline Data to Enhance Equity in School Discipline (2018, background): “Specific to school discipline, evidence implicating implicit bias comes from research showing increased disproportionality for behaviors in which violations are more subjective and therefore require more teacher judgment (e.g., disruption, as opposed to theft; Skiba et al., 2011).”
Beyond Behavior: Multilevel Analysis of the Influence of Sociodemographics and School Characteristics on Students' Risk of Suspension (2013, background): “The most robust finding across these studies was the disproportionate use of exclusionary discipline with Black students (Fantuzzo & Pearlman, 2007; Raffaele Mendez, Knoff, & Ferron, 2002; Skiba et al., 2011; Wu, Pink, Crain, & Moles, 1982), even after controlling for variables such as SES, age, gen”
Parsing Disciplinary Disproportionality (2014, background): “Consistent with previous studies (e.g., Skiba et al., 2011), the least severe behaviors of defiance and disruption resulted in the least serious outcomes, whereas behaviors such as use and possession resulted in the most severe outcomes.”
A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance (2019, background): “To test the impact of teacher characteristics thought to be predictors (Skiba et al., 2011), this analysis includes the percent of teachers identified as White, the percent of teachers with master’s degrees, and the percent of teachers that are bilingual.”
The Relationship Between Skin Tone and School Suspension for African Americans (2013, background): “Existing research in education has firmly established that racial discrepancies in school punishment meaningfully influence life trajectories (Skiba et al. 2011).”
The School-to-Prison Pipeline: Disproportionate Impact on Vulnerable Children and Adolescents (2017, background): “In addition, African American and Hispanic students were more likely than their Caucasian peers to be suspended out of school or expelled for the same or similar infraction of school discipline policies (Skiba et al., 2011).”
Estimating the Effect of State Zero Tolerance Laws on Exclusionary Discipline, Racial Discipline Gaps, and Student Behavior (2016, background): “Research suggests that these racial disparities in discipline do not just represent differences in behavioral infractions but may be reflective of differential use of disciplinary procedures and policies on the part of school personnel (Rocque, 2010; Skiba et al., 2011; Skiba, Michael, Nardo, & Pete”
Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms (2016, background): “These students with learning disabilities are often “pushed out” of school and are subjected to high rates of suspensions and expulsions (Skiba et al., 2011).”