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Poster #79 - High School Discipline and Mental Health: The Mediating Role of Marginalization

Sat, March 23, 12:45 to 2:00pm, Baltimore Convention Center, Floor: Level 1, Exhibit Hall B

Integrative Statement

Youth of Color are cited more for disciplinary infractions, experience harsher consequences, and receive more punitive interventions than their White peers (Anyon et al., 2018; Skiba, Arredondo, & Rausch, 2014). Students, especially youth of color, are aware of the racial disparities in discipline at school (Blasidel, 2015; Hope, Skoog, & Jagers, 2014; Morris, 2006). For youth of Color, discipline disparities are associated with greater perceptions of school inequality (Bottiani et al., 2016), which students of Color often attribute to discrimination and racism (Fisher, Wallace, Fenton, 2000). Inconsistent discipline, discrimination, and school climate are all associated with diminished achievement and mental health (Hecker, Hermenau, Salmen, Teicher, & Eibert, 2016; Mattison & Aber, 2007; Thapa et al., 2013; Wong, Eccles, & Sameroff, 2003). As such, it is likely that marginalized students who also experience discipline face a greater risk for mental health difficulties like depression and impaired wellbeing.

The current study examined the relationship among indicators of marginalization, school discipline, wellbeing and depression. We examined whether students perceptions of marginalization at school mediated the relationship between referrals for discipline and mental health (i.e., depression, wellbeing). We hypothesized that students who received disciplinary referrals would perceive school as marginalizing and that this perception would be associated with poorer mental health outcomes. Given persistent racial and ethnic disparities in school discipline, we also expected that these relationships might differ for students of Color and White students.

The sample was drawn from a diverse Northeastern high school and included more than 85% of the enrolled students (N= 895; 54% female; 61% White, 18% Black, 10% Asian, 10% Latino, and 1% Multiracial). Due to small sample sizes of Latino, Asian, and Multiracial students, race and ethnicity was dichotomized (0=White, 1=Students of Color). Latent constructs were created using several manifest scales for Marginalization and Connection (Everyday Discrimination (n=5; α=.82 ; Williams, et al., 1997), School Interracial Climate Equity (n=5; α =.91; Green et al., 1988), Student-Teacher Relationships (n=7; α =.92; Zullig et al., 2010), School Belongingness (n=6; α =.93 ; Liang et al., 2010)), and Mental Health (Depression, (n=10; α =.87 ; Chorpita et al., 2000), Wellbeing (n=10; α =.89 ; Heubeck & Neill, 2000)). Discipline referrals were estimated from school administrative data and were dichotomized (0=no infractions; 1= at least 1 referral for discipline).

Two structural equation models were fitted and MLMV was employed to estimate missing data (Stata 15; Medeiros, 2016). The first model tested the associations across the sample (Figure 1). A multigroup model explored model differences for White students and students of Color (Figure 2). Both models had adequate fit and provided partial support for our hypotheses. Discipline referrals were negatively associated with mental health, and this association was fully mediated by perception of marginalization and connection. The strengths of these associations indicated minimal differences across groups, suggesting that marginalization explains much of the relationship between discipline and mental health. Discussion will address the role of discipline in informing students’ perceptions of their school climate and its impact on youth mental health.

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