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Predictors of early elementary school suspension by gender: A longitudinal multilevel analysis

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  • Yang, Mi-Youn
  • Harmeyer, Erin
  • Chen, Zibei
  • Lofaso, Blaine Masinter

Abstract

Despite the large body of work demonstrating the detrimental effects of school suspension, there are notable gaps in the research regarding predictors of this form of discipline in early elementary school, and particularly in how these predictors may vary by gender. This longitudinal study was designed to address these gaps by exploring kindergarten and first grade predictors of one and three years later school suspension. The final sample consisted of 3495 kindergarten and 1st grade elementary school students who were referred to a truancy program from 348 public schools. Multilevel logistic regressions were conducted to control for cluster effects of individual school on students' suspension outcomes; findings indicate common and unique risk factors for suspension by gender. For both boys and girls, being Black and being rated by teachers as disruptive predicted future suspension. In addition, teacher-rated aggression for boys and lack of parental involvement for girls were significantly associated with a greater likelihood of suspension. Finally, a teacher's assessment of child behaviors in early elementary school predicted suspension in later. The findings highlight the potential of addressing the predictors of suspension in the early school years as one effective strategy to prevent future school suspension.

Suggested Citation

  • Yang, Mi-Youn & Harmeyer, Erin & Chen, Zibei & Lofaso, Blaine Masinter, 2018. "Predictors of early elementary school suspension by gender: A longitudinal multilevel analysis," Children and Youth Services Review, Elsevier, vol. 93(C), pages 331-338.
    • Handle: RePEc:eee:cysrev:v:93:y:2018:i:c:p:331-338
    DOI: 10.1016/j.childyouth.2018.08.008
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    References listed on IDEAS

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    1. Yang, Mi-Youn & Chen, Zibei & Rhodes, Judith L.F. & Orooji, Marmar, 2018. "A longitudinal study on risk factors of grade retention among elementary school students using a multilevel analysis: Focusing on material hardship and lack of school engagement," Children and Youth Services Review, Elsevier, vol. 88(C), pages 25-32.
    2. Marianne Bertrand & Jessica Pan, 2013. "The Trouble with Boys: Social Influences and the Gender Gap in Disruptive Behavior," American Economic Journal: Applied Economics, American Economic Association, vol. 5(1), pages 32-64, January.
    3. 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.
    4. Florence Neymotin, 2014. "How Parental Involvement Affects Childhood Behavioral Outcomes," Journal of Family and Economic Issues, Springer, vol. 35(4), pages 433-451, December.
    5. David Autor & David Figlio & Krzysztof Karbownik & Jeffrey Roth & Melanie Wasserman, 2019. "Family Disadvantage and the Gender Gap in Behavioral and Educational Outcomes," American Economic Journal: Applied Economics, American Economic Association, vol. 11(3), pages 338-381, July.
    6. Theriot, Matthew T. & Craun, Sarah W. & Dupper, David R., 2010. "Multilevel evaluation of factors predicting school exclusion among middle and high school students," Children and Youth Services Review, Elsevier, vol. 32(1), pages 13-19, January.
    7. Park, Sira & Stone, Susan I. & Holloway, Susan D., 2017. "School-based parental involvement as a predictor of achievement and school learning environment: An elementary school-level analysis," Children and Youth Services Review, Elsevier, vol. 82(C), pages 195-206.
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    2. Jabbari, Jason & Johnson, Odis, 2020. "Veering off track in U.S. high schools? Redirecting student trajectories by disrupting punishment and math course-taking tracks," Children and Youth Services Review, Elsevier, vol. 109(C).

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