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The role of race in the Out-of-school suspensions of black students: The perspectives of students with suspensions, their parents and educators

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  • Gibson, Priscilla A.
  • Wilson, Robert
  • Haight, Wendy
  • Kayama, Misa
  • Marshall, Jane M.

Abstract

The disproportionate out-of-school suspension of Black students is a persistent racial and social justice issue nationwide. We approached this issue sensitized by social construction and critical race theories. Thirty-one youth, 28 caregivers and 19 educators participated in in-depth, semi-structured audio recorded interviews. Most participants viewed racial bias and cultural differences as responsible for the disproportionate suspension of Black youth. Many highlighted educators' negative attitudes toward Black students. Students and caregivers argued that Black students are treated more harshly than White students and are targeted as disciplinary problems. These perspectives suggest that racial bias results in a school culture that pathologizes Black students and their families. Educators also described challenges to responding to student misbehavior including the cultural diversity of the Black student population and their disproportionate exposure to social problems such as poverty that impact school engagement. We discuss implications for how social workers may support the partnering of caregivers, educators and community members to reduce racial bias in schools.

Suggested Citation

  • Gibson, Priscilla A. & Wilson, Robert & Haight, Wendy & Kayama, Misa & Marshall, Jane M., 2014. "The role of race in the Out-of-school suspensions of black students: The perspectives of students with suspensions, their parents and educators," Children and Youth Services Review, Elsevier, vol. 47(P3), pages 274-282.
  • Handle: RePEc:eee:cysrev:v:47:y:2014:i:p3:p:274-282
    DOI: 10.1016/j.childyouth.2014.09.020
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    References listed on IDEAS

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    1. Haight, Wendy & Gibson, Priscilla A. & Kayama, Misa & Marshall, Jane M. & Wilson, Robert, 2014. "An ecological-systems inquiry into racial disproportionalities in out-of-school suspensions from youth, caregiver and educator perspectives," Children and Youth Services Review, Elsevier, vol. 46(C), pages 128-138.
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    Cited by:

    1. Wahman, Charis L. & Steele, Tiffany & Steed, Elizabeth A. & Powers, Lisa, 2022. "“No Intervention, Just Straight Suspension”: Family perspectives of suspension and expulsion," Children and Youth Services Review, Elsevier, vol. 143(C).
    2. Charles H. Lea & Henry Joel Crumé & Demond Hill, 2020. "“Traditions Are Not for Me”: Curriculum, Alternative Schools, and Formerly Incarcerated Young Black Men’s Academic Success," Social Sciences, MDPI, vol. 9(12), pages 1-27, December.
    3. Bell, Charles, 2020. "“Maybe if they let us tell the story I wouldn’t have gotten suspended”: Understanding Black students’ and parents’ perceptions of school discipline," Children and Youth Services Review, Elsevier, vol. 110(C).
    4. Kayama, Misa & Haight, Wendy & Gibson, Priscilla A. & Wilson, Robert, 2015. "Use of criminal justice language in personal narratives of out-of-school suspensions: Black students, caregivers, and educators," Children and Youth Services Review, Elsevier, vol. 51(C), pages 26-35.

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