The Urban Review
This study uses critical race quantitative intersectionality to examine the impacts of gender and dis/ability type on Black students’ school discipline outcomes. We use multilevel logistic regression models to analyze data from a large urban school district, considering the intersectional impact of gender and dis/ability type on school discipline outcomes among Black students (suspension, restorative justice, referral to law enforcement). We found that Black students identified as male, labeled with emotional dis/abilities, or identified as having ADHD were more likely to experience school discipline consequences than those who were not. These findings suggest that gender and dis/ability status are significant correlates of discipline outcomes, indicating that a general focus on race or special education masks important differences in discipline disparities.
Critical quantitative methods, Gender, Intersectionality, Race, School discipline
Ceema Samimi, Noah Jefferson, Shelby Flanagan, and Yolanda Anyon. "Intersections of Disproportion: A Critical Quantitative Examination of Dis/ability and Gender in Black Students’ School Discipline Outcomes" The Urban Review (2023). https://doi.org/10.1007/s11256-023-00657-6
Available for download on Sunday, May 26, 2024