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PRINCIPAL ATTITUDES REGARDING ZERO TOLERANCE AND RACIAL DISPARITIES IN SCHOOL SUSPENSIONS
Author(s) -
Heilbrun Anna,
Cornell Dewey,
Lovegrove Peter
Publication year - 2015
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21838
Subject(s) - zero tolerance , psychology , suspension (topology) , white (mutation) , demography , school discipline , social psychology , poverty , racial differences , clinical psychology , developmental psychology , ethnic group , criminology , political science , sociology , pedagogy , mathematics , law , chemistry , biochemistry , homotopy , pure mathematics , gene
Zero tolerance school discipline practices have been associated with a national increase in suspensions, a practice that has had a disproportionate negative impact on Black students. The present study investigated an association between principal attitudes toward zero tolerance and suspension rates for White and Black students in 306 Virginia high schools. Black suspension rates were more than double White suspension rates. Regression analyses controlling for student poverty and school enrollment showed that principal endorsement of zero tolerance was moderately associated with suspension rates for both White and Black students, but was not associated with the size of the racial disparity. Paired‐samples t tests showed statistically significant differences in the types of offenses that resulted in suspensions, with Black students significantly more likely to be suspended for disruptive offenses and White students more likely to be suspended for alcohol‐ and drug‐related offenses.