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Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School

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Listed:
  • Habiba Ibrahim

    (Department of Social Work, St. Catherine University, St. Paul, MN 55105, USA)

  • David L. Barnes

    (Department of Education, Washington University in St. Louis, St. Louis, MO 63130, USA)

  • Sheretta T. Butler-Barnes

    (Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63130, USA)

  • Odis Johnson

    (School of Education, Department of Health Policy and Management, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD 21287, USA
    Department of Sociology, Johns Hopkins University, Baltimore, MD 21287, USA)

Abstract

Black girls are more likely to receive in-school suspension (ISS) in comparison to their non-Black peers. However, research on the effect of in-school suspension on students’ academic achievement, specifically math achievement of Black girls, is still very limited. Mathematics is an important foundational component of science, technology, and engineering fields, which are domains in which Black girls are underrepresented. Using the nationally representative Educational Longitudinal Study of 2002 (ELS:2002), this study explores the relationship between in-school suspension and the highest math course completed in a multi-level analysis of 860 Black female participants from 320 high schools. Our findings revealed that in-school suspension was associated with lower mathematics course-taking. Implications for policy, practice, and research are discussed.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:7:p:272-:d:594848
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    References listed on IDEAS

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