The impact of the intersectionality of race and gender on school discipline
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Abstract
The purpose of this quantitative, correlational study was to determine if and to what extent the race and gender of the students correlate with the length of disciplinary suspension of the students in the sixth through 12th grades in a midwestern school district. A Quantitative Critical Race Theory lens serves as the framework for the study. The study was conducted in a Midwest urban school district. Suspension data was collected from four consecutive school years: 2019-2020, 2020-2021, 2021-2022, and 2022-2023. Descriptive statistics were examined at both the suspension incident level and student level to identify patterns in suspension frequencies and mean suspension days across racial and gender groups. Multiple regression analyses were conducted to answer the three research questions regarding length of days removed and gender, race, and intersectionality of race and gender. The findings indicated that gender appears to associate with number of suspension incidents received as well as the number of days removed from school, with boys accounting for a higher percentages of suspension incidents and having longer suspension days. Black students in general have received more days of suspensions. The findings also support the importance of intersectional perspective of examining both race/ethnicity and gender in relation to suspension incidents received. Although White female students tend to receive fewer suspension days than White male students, Black girls seem to receive more suspension days than girls of other races/ethnicities, as well as black male students. As schools work to improve equalities in school discipline, school leaders and policy makers should take note of other practices that can be both preventive, such as integrating social emotional learning for students, and providing trainings for teachers in the area of culturally responsive teaching.
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Introduction -- Review of literature -- Methodology -- Data analysis results -- Discussion and implications
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Ed.D. (Doctor of Education)