Sent out or sent home: understanding racial disparities across suspension types from critical race theory and quantcrit perspectives

Yolanda Anyon, Kathryn Wiley, Ceema Samimi, Miguel Trujillo

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Although in-school suspensions may be viewed as less severe than out-of-school suspensions, both discipline consequences limit students’ access to learning opportunities and are negatively associated with a range of educational outcomes. Moreover, if sending students out of class perpetuates the same racial disparities as sending them home, this practice does not realize the equity goals of discipline reforms over the last decade. Our study draws on Critical Race Theory and QuantCrit to understand racial discipline gaps across in-school and out-of-school suspensions using data from students and schools in one large district. Results of multilevel regression models indicate similar racial disparities in both suspension types, suggesting neither approach is equitable. These findings illustrate the limits of race-neutral policies in mitigating exclusionary discipline gaps. Addressing the thorny issues that contribute to racial disparities will likely require greater resources for high quality implementation of school-wide culture change initiatives that are explicitly anti-racist.

Original languageEnglish (US)
Pages (from-to)565-584
Number of pages20
JournalRace Ethnicity and Education
Volume26
Issue number5
DOIs
StatePublished - 2023

Bibliographical note

Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Critical Race Theory
  • Quantcrit
  • Suspension
  • exclusionary
  • racial disparities
  • school discipline

Fingerprint

Dive into the research topics of 'Sent out or sent home: understanding racial disparities across suspension types from critical race theory and quantcrit perspectives'. Together they form a unique fingerprint.

Cite this