Race, Disability, and Trauma as Predictors of Exclusionary Discipline: Risk and Protective Factors

• In Event: Critical Intersections: Reimagining Race, Disability, Behavior, and Neurodiversity

Abstract

This study adopts an interdisciplinary lens, informed by Disability Critical Race Theory (DisCrit), to investigate racial and disability-related disparities in classroom disciplinary removal. Using Minnesota Student Survey (MSS) data from 2019 and 2022, we examine how Individualized Education Program status, Adverse Childhood Experiences, grade level, and perceived teacher connection predict students' self-reported removal from class among 8th, 9th, and 11th graders. We focus on White, Black, and American Indian/Alaska Native students. Logistic regression analyses reveal that while racial disparities in disciplinary removal have declined between 2019 and 2022, students with IEPs and those who report ACEs remain at significantly higher risk across all racial groups. Our findings underscore the continued need for equity-focused policy reforms, particularly for American Indian students.

Authors

• Jenny Goldberg, University of California - Santa Barbara

• Amber Alaniz, Tanager Place