Department of Criminal Justice, University of Louisville, Louisville, Kentucky.
Department of Sociology and Criminology, University of North Carolina, Wilmington, North Carolina.
J Community Psychol. 2020 Jul;48(5):1481-1499. doi: 10.1002/jcop.22342. Epub 2020 Mar 18.
Relative to White students, Black students experience higher rates of exclusionary discipline and less welcoming school environments. However, little empirical research has examined the extent to which these two parallel racial disparities are linked. This study examines the relationship between student race and suspension and whether this relationship depends on school-level racial disparities in students' sense of school belonging. Using data from 73,755 students (56.4% White, 43.6% Black or African-American) nested within 131 schools, this study uses a series of multilevel models with cross-level interactions. This study finds that Black students are consistently more likely to be suspended than White students, but this difference is nonsignificant in schools where Black students' sense of school belonging is much higher than that of White students'. As such, schools' efforts toward reducing the discipline gap may benefit from making schools more welcoming to Black students.
相对于白人学生，黑人学生经历更高的排斥性纪律处分率和不太受欢迎的学校环境。然而，很少有实证研究考察这两个平行的种族差异之间的联系程度。本研究考察了学生种族与停学之间的关系，以及这种关系是否取决于学校层面上学生归属感的种族差异。本研究使用了来自 73755 名学生（56.4%白人，43.6%黑人或非裔美国人）的数据，这些学生被嵌套在 131 所学校中，使用了一系列带有跨层次交互作用的多层次模型。本研究发现，黑人学生被停学的可能性始终高于白人学生，但在黑人学生的学校归属感远高于白人学生的学校中，这种差异并不显著。因此，学校在减少纪律差距方面的努力可能受益于使学校对黑人学生更具包容性。
