Explaining the Discipline Outcomes for Latino Students in Massachusetts: Exploring the Connection Between English Proficiency and Discipline Patterns Among Latino Students

• In Event: Roundtable Session 84
  In Roundtable Session: Examining Latino Student Populations

Abstract

The racial discipline gap continues to be a major problem in our schools, carrying serious academic and social consequences for students of color. Despite a large volume of research, there is not a clear pattern in the discipline outcomes for Latino students. One possible explanation for the discipline gap lies in the differential processing and treatment that students of color receive when there are cultural or racial mismatches between students and teachers and administrators. This research disaggregates Latinos by English language proficiency, hypothesizing that LEP students will be less likely to be disciplined. Using discipline outcomes for one year in Massachusetts, this research found no statistical significance in difference in discipline outcomes between English proficient and LEP Latino students.

Authors

• Michael Berardino, University of Massachusetts - Boston

• Diana Yadira Salas Coronado, University of Massachusetts - Boston

• Billie Gastic, Relay Graduate School of Education