The "Survival" of Inequity in Discipline: The Use of Survival Analysis in Examining Effects of Types of Student Infraction Behaviors on Exclusionary Discipline by Ethnicity

• In Event: 63.062 - Students in Schools: Issues of Race, Ethnicity, and Class

Abstract

This study seeks to expand upon previous work examining associations of student characteristics and student behavior by examining exclusionary discipline, specifically in-school suspension (ISS) and out-of-school suspension (OSS) modeled as an event process unfolding overtime. The use of the hazard analysis challenges the notion that exclusionary disciplinary practices are applied equally to all students who violate stated school rules. This analysis confirms that African Americans, low income, and students with disabilities are given longer punishments for equivalent behaviors compared to Whites, holding the effects of gender, SES and special education constant. Further understanding how the use of time of punishment perpetuates disparities in exclusionary discipline offers a lens to examine how else disproportionality exists in exclusionary discipline.

Authors

• Timberly Louise Baker, Indiana University

• Ching-Hui Lin, Indiana University - Bloomington

• Mariella Isabel Arredondo, Indiana University

• Russell J. Skiba, Indiana University

• Casandra M. Cole, Indiana University