Colorism and Disciplinary Outcomes of Black Girls in School

• In Event: Affirming Black Girls in K–12 Settings Through Intersectional Analyses

Abstract

This paper presents preliminary findings from an investigation into how colorism—skin tone bias—mediates school disciplinary outcomes for Black girls. By deploying a novel experimental design that utilizes a sample of current U. S. educators, we examine whether darker-skinned Black girls are more likely than lighter-skinned Black girls to receive harsher disciplinary outcomes for violating school rules or for engaging in criminal behavior at school. Preliminary analyses produced unexpected findings related to the relationship between skin tone, category of infraction, and severity of disciplinary outcomes. Due to the paucity of extant research examining these factors, this study will help illuminate an oft-invisible aspect of the Black girl experience and help inform the development of more effective school policy and practice.

Authors

• Chasity Bailey-Fakhoury, Grand Valley State University
  Presenting Author

• Tonisha Jones, Grand Valley State University
  Presenting Author

• Kelly Cowart
  Presenting Author