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To educate or to incarcerate: Factors in disproportionality in school discipline

Author

Listed:
  • Mizel, Matthew L.
  • Miles, Jeremy N.V.
  • Pedersen, Eric R.
  • Tucker, Joan S.
  • Ewing, Brett A.
  • D'Amico, Elizabeth J.

Abstract

The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. Findings suggest that helping students engage in school may be protective against disproportionate school discipline.

Suggested Citation

  • Mizel, Matthew L. & Miles, Jeremy N.V. & Pedersen, Eric R. & Tucker, Joan S. & Ewing, Brett A. & D'Amico, Elizabeth J., 2016. "To educate or to incarcerate: Factors in disproportionality in school discipline," Children and Youth Services Review, Elsevier, vol. 70(C), pages 102-111.
    • Handle: RePEc:eee:cysrev:v:70:y:2016:i:c:p:102-111
    DOI: 10.1016/j.childyouth.2016.09.009
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    References listed on IDEAS

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    1. Hemphill, Sheryl A. & Plenty, Stephanie M. & Herrenkohl, Todd I. & Toumbourou, John W. & Catalano, Richard F., 2014. "Student and school factors associated with school suspension: A multilevel analysis of students in Victoria, Australia and Washington State, United States," Children and Youth Services Review, Elsevier, vol. 36(C), pages 187-194.
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    1. 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.
    2. Richards-Schuster, Katie & Wernick, Laura J. & Henderson, Maren & Bakko, Matthew & Rodriguez, Miguel A. & Moore, Eric, 2021. "Engaging youth voices to address racial disproportionality in schools: Exploring the practice and potential of youth participatory research in an urban district," Children and Youth Services Review, Elsevier, vol. 122(C).
    3. Habiba Ibrahim & David L. Barnes & Sheretta T. Butler-Barnes & Odis Johnson, 2021. "Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School," Social Sciences, MDPI, vol. 10(7), pages 1-11, July.
    4. 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).

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