Misbehavior, Suspensions, and Security Measures in High School: Racial/Ethnic and Gender Differences
Level 4 - case-series / case-control
Cross-sectional analysis of merged national survey data (graded by design analogy for non-clinical research)
OpenAlex W170629370 · doi:10.58464/2155-5834.1211
What was done
The authors analyzed merged data from three national surveys to examine the relationships between American high school security measures, discipline levels, student misbehavior, and student demographic characteristics (race/ethnicity and gender). The analysis assessed school characteristics linked to extreme security and high discipline, as well as individual-level racial and gender disparities in suspensions after accounting for student misbehavior.
What was found
The abstract reports no numeric values, effect sizes, or confidence intervals, but reports the following findings: - In-school suspensions functioned as a gateway to out-of-school suspensions. - Out-of-school suspensions were more frequent in high-crime neighborhood schools. - African American and Hispanic/Latino students were suspended at higher rates than non-Hispanic White students, differences largely not attributable to student misbehavior. - Males overall were more likely to be suspended than females beyond what misbehavior explained, though suspension rates were similar between Black males and Black females. - High degrees of school security correlated with higher suspension rates and widened Black–White suspension disparities; most Black students were enrolled in schools with high degrees of security. - Suspension rates for Black males increased as school size increased.
Why it matters
This study shows that racial and gender disparities in high school suspensions persist independently of misbehavior and are exacerbated in schools with extensive security measures. It highlights how disciplinary structures and security policies contribute to unequal educational outcomes.
Limits
The abstract reports no sample size, confidence intervals, or specific numerical estimates. The observational survey design limits causal inference, and potential unmeasured confounders cannot be evaluated from the abstract alone.
Cited by
- supports In K-12 education, boys are twice as likely to be suspended as girls on a behavior-adjusted basis, and Black boys are five times as likely.