A Comparative Group Analysis of Rigorous Science and In School Suspension Odds

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 2
  In Roundtable Session: Systems of Access: Structural Inequities and Opportunity Pathways Across Science, Literacy, and Mathematics

Abstract

Disciplinary outcomes and science educational opportunities both shape student outcomes, with research suggesting that non-advanced science placement via academic tracking and exclusionary discipline both have negative associations with student outcomes, especially for marginalized students. Using a critical race quantitative intersectionality (CRQI) approach, this study examines the relationship between in-school-suspension (ISS) and advanced science placement, doing a comparative group analysis that analyzes heterogeneity in gender racial/ethnic subgroups. We found that for most student groups, placement in non-advanced coursework was associated with higher levels of ISS attendance. Using our findings as justification, we suggest culturally responsive science education to promote equity for marginalized students who experience systems of discrimination via tracking and exclusionary discipline.

Authors

• Kristian Edosomwan, University of Houston

• Syahrul Amin, Texas A&M University

• Jarrod G. Collins, Texas A&M University