Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Disciplinary Actions
Monica Bachtle
Variables Description
Bottiani, J. H., Bradshaw, C. P., & Mendelson, T. (2017). A multilevel examination of racial disparities in high school discipline: Black and white
adolescents' perceived equity, school belonging, and adjustment problems. Journal of Educational Psychology, 109(4), 532.
Gastic, B. (2016). Disproportionality in school discipline in Massachusetts. School of Professional Studies, 49(2), 163-179.
doi: 10.1177/0013124516630594
Gibson, P.A., Wislon, R., Haight, W., Kayama, M., & Marshall, J.M. (2014). The role of race in the out-of-school suspensions of black students: The
perspectives of students with suspensions, their parents and educators. Children and Youth Services Review, 47(3), 274-282.
doi:10.1016/j.childyouth.2014.09.020
Gregory, A., Hafen, C. A., Ruzek, E., Mikami, A. Y., Allen, J. P., & Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing
teacher practice. School Psychology Review, 45(2), 171-191.
Gregory, A., & Roberts, G. (2017) Teacher beliefs and the overrepresentation of black students in classroom discipline. Theory Into Practice. 56(3).
187-194. doi:10.1080/00405841.2017.1336035
Huang, F. L., & Cornell, D. G. (2017). Student attitudes and behaviors as explanations for the black-white suspension gap. Children and Youth Services
Review, 73(2), 298-308. doi: 10.1016/j.childyouth.2017.01.002
Slate, J. R., Gray, P. L., & Jones, B. (2016). A clear lack of equity in disciplinary consequences for black girls in texas: A statewide examination. The
Journal of Negro Education, 85(3), 250-260.
Toldson, I. A., & Lemmons, B. P. (2015). Out-of-school time and african american students: Linking concept to practice (editor's commentary). The
Journal of Negro Education, 84(3), 207-210.
Whitford, D. K., Katsiyannis, A., & Counts, J. (2016). Discriminatory discipline. NASSP Bulletin, 100(2), 117-135. doi: 10.1177/0192636516677340
Data Analysis
Explanation
When looking at the disciplinary action data for 32 students (16 white/16 black in grades 9-12), black students are
disciplined at higher rates at (N/A) High School.
Results of Analysis
The mean at which white students are disciplined for this data set was 0.937 and the standard deviation was
1.236.
The mean at which black students are disciplined for this data set was 3.312 and the standard deviation was
2.272.
The t-test (white disciplinary action rates x black disciplinary action rates)= 0.0005 indicating that there is a
statistically significant difference in disciplinary action rates between white and black students in this sample.