Abstract
National data illustrates that using exclusionary discipline practices has resulted in disproportionality and overrepresentation in school discipline. Additionally, research also illustrates that African Americans have been overrepresented in exclusionary discipline at higher rates than their White counterparts. This study aimed to determine if there was a statistically significant difference in the percentage of exclusionary discipline practices between African American and White students based on school district settings within Texas. The researchers analyzed archival data from 673 students in grades 3-12 enrolled in a Texas public school. The statistical tests used to analyze the research questions included Chi-Square and multinomial logistic regression analysis. The findings indicated that there was no significant relationship between student race and exclusionary disciplinary practices. The results showed a significant relationship between student gender and exclusionary discipline practices. After controlling for gender, the findings revealed no significant relationship between race and the occurrence of exclusionary discipline practices in the school district studied. However, in hypothesis three-part b, controlling for race, there was a significant relationship between gender and occurrences of exclusionary discipline practices.
Recommended Citation
Simmons, Dr. Demeka Denay and Obi, Dr. Festus
(2026)
"The Justice Implications of Public-School Discipline for African American Students in the USA,"
African Journal of Criminology and Justice Studies: Vol. 15:
Iss.
1, Article 2.
Available at:
https://digitalscholarship.tsu.edu/ajcjs/vol15/iss1/2
Included in
African American Studies Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Public Affairs, Public Policy and Public Administration Commons, Secondary Education and Teaching Commons, Urban Education Commons
