TY - JOUR
T1 - School Strictness and Education
T2 - Investigating Racial and Ethnic Educational Inequalities Associated with Being Pushed Out
AU - Varela, Kay S.
AU - Peguero, Anthony A.
AU - Eason, John M.
AU - Marchbanks, Miner P.“Trey”
AU - Blake, Jamilia
N1 - Funding Information:
Appreciation is conveyed for the support provided by the Racial Democracy, Crime and Justice-Network (RDCJN) and the Latina/o Criminology Working Group (LC). The research presented here utilizes confidential data from the State of Texas supplied by the Texas Education Research Center (ERC) at The University of Texas at Austin. The authors gratefully acknowledge the use of these data. The opinions, findings, views, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect and should not be attributed to the Texas ERC or any of the funders or supporting organizations mentioned herein, including The University of Texas, the State of Texas, or the Department of Justice. Any errors are attributable to the authors. We also thank the editors and the blind reviewers for their patience and constructive comments. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was supported by Grant # (2012-JF-FX-4064) awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice.
Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was supported by Grant # (2012-JF-FX-4064) awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice.
Publisher Copyright:
© American Sociological Association 2017.
PY - 2018/4
Y1 - 2018/4
N2 - There are racial and ethnic disparities associated with school discipline practices and pushout rates. In addition, research suggests that urban schools have stricter school discipline practices and higher pushout rates. What remains unknown, however, is the relationship between racial and ethnic inequality, school discipline practices, and pushout rates across urban, rural, and suburban schools. Therefore, this study draws from the Texas Education Agency’s (TEA) Public Education Information Management System (PEIMS) to address two questions about the relationship between racial and ethnic inequality, school punishment practices, and academic progress that remain unanswered by the previous literature. First, is the relationship between stringent or lenient discipline practices and pushout rates similar in urban, rural, and suburban school contexts? Second, is the relationship between stringent or lenient discipline practices in urban, rural, and suburban contexts associated with racial and ethnic differences in pushout rates? This study seeks to contribute to racial and ethnic educational inequality research by investigating if there is a relationship between school discipline practices and pushout rates and establishing if there are racial and ethnic differences in urban, rural, and suburban contexts. Findings indicate that there are significant racial and ethnic disparities in pushout rates across all school contexts, particularly for Black/African American and Latina/o American students. Findings indicate that both stringent and lenient school punishment practices have effects on pushout rates; however, there are important and distinctive nuances that are presented and examined.
AB - There are racial and ethnic disparities associated with school discipline practices and pushout rates. In addition, research suggests that urban schools have stricter school discipline practices and higher pushout rates. What remains unknown, however, is the relationship between racial and ethnic inequality, school discipline practices, and pushout rates across urban, rural, and suburban schools. Therefore, this study draws from the Texas Education Agency’s (TEA) Public Education Information Management System (PEIMS) to address two questions about the relationship between racial and ethnic inequality, school punishment practices, and academic progress that remain unanswered by the previous literature. First, is the relationship between stringent or lenient discipline practices and pushout rates similar in urban, rural, and suburban school contexts? Second, is the relationship between stringent or lenient discipline practices in urban, rural, and suburban contexts associated with racial and ethnic differences in pushout rates? This study seeks to contribute to racial and ethnic educational inequality research by investigating if there is a relationship between school discipline practices and pushout rates and establishing if there are racial and ethnic differences in urban, rural, and suburban contexts. Findings indicate that there are significant racial and ethnic disparities in pushout rates across all school contexts, particularly for Black/African American and Latina/o American students. Findings indicate that both stringent and lenient school punishment practices have effects on pushout rates; however, there are important and distinctive nuances that are presented and examined.
KW - context
KW - education
KW - inequality
KW - justice
KW - juvenile
KW - school
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U2 - 10.1177/2332649217730086
DO - 10.1177/2332649217730086
M3 - Article
AN - SCOPUS:85053683413
SN - 2332-6492
VL - 4
SP - 261
EP - 280
JO - Sociology of Race and Ethnicity
JF - Sociology of Race and Ethnicity
IS - 2
ER -