Examining Student Perceptions and Positionality in the Association Between Culturally Sustaining Practices and Discipline Disparities

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Voices From the Field: Students' Policy Experiences (Table 33)

Abstract

“Soft” offenses, rooted in student-teacher relational disconnects, contribute considerably to racial disparities in exclusionary discipline. Teachers’ effective use of culturally sustaining practices (CSPs) have been theorized as a solution, but empirical research is limited. This study used multilevel and single-level linear regression models to examine associations between CSPs and racial disparities in suspensions for soft offenses, leveraging state administrative data and teacher- and student-report surveys. Results confirmed hypotheses that racial disparities in soft offense suspensions were smaller in schools where CSPs were in greater use, and that associations varied based on informant, student race, racial positionality, and the specific CSP and metric of disproportionality. Findings have potential to inform intervention and measurement to promote CSPs and close racial discipline gaps.

Authors

• Jessika Bottiani, University of Virginia

• Eujene Chung, University of Virginia

• Michelle K Francis, University of Virginia

• Catherine P. Bradshaw, University of Virginia