The Discipline Gap: An Analysis of Discipline Disproportionality in an Urban School District

• In Event: Leading and Learning About Equity, Diversity, and Social Justice

Abstract

The inequitable discipline experiences of Black youth have been examined since it was first revealed that Black learners face greater rates of suspension than White learners (Children’s Defense Fund, 1975). Unfortunately, despite decades worth of research and documentation, Black students remain disproportionately at risk of suspension and expulsion (Owen, Wettach, & Hoffman, 2015; Skiba & Peterson, 2000). As a result, the purpose of this study is to examine the discipline experiences of Black students enrolled in a Southeastern urban school district and to explore whether Black students in this school district are overrepresented in exclusionary discipline. Results suggest that they are. Given these findings, recommendations are included to guide the future directions of urban educational stakeholders.

Author

• Yvonna Hines-McCoy, University of North Carolina - Charlotte