A Qualitative Analysis of Discipline and the College-Going Engagement of Urban Girls of Color

• In Event: 53.081 - Roundtable Session 21
  In Roundtable Session: 53.081-3 - Critical Perspectives on Racism in Education

Abstract

This paper investigates the ways in which experiences with school discipline shape the college-going engagement (CGE) of urban Girls of Color—primarily Black and Latina. For the purpose of this work, CGE is defined as students’ attitudes, knowledge of resources and college information, and behaviors that facilitate postsecondary enrollment to the institution of their choice. This qualitative study maps the ways in which the impact of school discipline influences the CGE of urban Girls of Color, specifically as it pertains to (1) their relationships with teachers and (2) the intersectionality of their racial, gender, and socioeconomic identity.

Author

• Shena Sanchez, University of California - Los Angeles