Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied
Item
Title
Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied
Abstract/Description
Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls’ exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate analysis to determine whether these patterns held after accounting for other identity markers. Finally, we used Critical Discourse Analysis to consider whether office referrals for Black girls were for subjective or objective behaviors and whether they aligned with dominant narratives.
Author/creator
Date
In publication
Volume
54
Issue
2
Pages
211–242
Resource type
Background/Context
Medium
Print
Background/context type
Conceptual
Open access/free-text available
Yes
Peer reviewed
Yes
Citation
Annamma, S. A., Anyon, Y., Joseph, N. M., Farrar, J., Greer, E., Downing, B., & Simmons, J. (2019). Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied. Urban Education, 54(2), 211–242. https://doi.org/10.1177/0042085916646610
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