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Race, Gender, School Discipline, and Human Capital Effects

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  • Jordan, Jeffrey L.
  • Anil, Bulent

Abstract

Noncognitive factors such as discipline (and its mirror, punishment in the form of discipline referrals) can affect school and labor market outcomes, human capital development, and thus the economic well–being of communities. It is well–known throughout the United States, but particularly in rural areas of the south that black males drop out of school more frequently than white males, face higher levels of unemployment, and are incarcerated at a disproportionate rate compared with their white cohorts. Also students in low–income homes were three times more likely to drop out than those from average–income homes and nine times more likely than students from high–income homes. This paper tests the hypothesis that the odds of a student being referred for disciplinary action in the middle school setting (8th grade) increases if the student is male, black, in special education classes, or is poor. We conclude that is indeed the case, with the exception of students assigned to special education classes. In particular, we find that low income students are up to eight times more likely to be sent for disciplinary referrals than others. We next tested the hypothesis that the gender and race of the teachers who refer students for disciplinary action have a significant impact on the first hypothesis. Here the evidence that there is a “color to discipline“ in this school district is weak.

Suggested Citation

  • Jordan, Jeffrey L. & Anil, Bulent, 2009. "Race, Gender, School Discipline, and Human Capital Effects," Journal of Agricultural and Applied Economics, Cambridge University Press, vol. 41(2), pages 419-429, August.
  • Handle: RePEc:cup:jagaec:v:41:y:2009:i:02:p:419-429_00
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    Cited by:

    1. Deborah A. Cobb-Clark & Sonja C. Kassenboehmer & Trinh Le & Duncan McVicar & Rong Zhang, 2015. "Is there an educational penalty for being suspended from school?," Education Economics, Taylor & Francis Journals, vol. 23(4), pages 376-395, August.
    2. Jessica Sauve‐Syed, 2024. "Lead exposure and student outcomes: A study of Flint schools," Health Economics, John Wiley & Sons, Ltd., vol. 33(3), pages 432-448, March.
    3. Welsh, Richard O. & Little, Shafiqua, 2018. "Caste and control in schools: A systematic review of the pathways, rates and correlates of exclusion due to school discipline," Children and Youth Services Review, Elsevier, vol. 94(C), pages 315-339.

    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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