Thompson Erin L, Gonzalez Marybel R, Scardamalia Kristin M, Pham Andy V, Adams Ashley R, Gonzalez Angelica, Rizzo Scarfone Gabriella V, Lehman Sarah M, Kaiver Christine M, Hawes Samuel W, Gonzalez Raul
Florida International University, Miami, Florida.
The Ohio State University, Columbus, Ohio.
J Am Acad Child Adolesc Psychiatry. 2025 Jan 20. doi: 10.1016/j.jaac.2024.10.017.
Addressing the disproportionate use of school detentions and suspensions among Black youth is crucial for reducing educational and health disparities across the life span. Yet, few studies have explored external factors beyond school or individual characteristics as potential contributors to school discipline disparities, such as state-level racial bias and neighborhood opportunity.
A subsample from the larger Adolescent Brain Cognitive Development (ABCD) Study was used (n = 8,668; mean age at baseline = 9.5 years; 71% White; 29% Black). Anti-Black racial bias was measured using state-level indicators of racial prejudicial attitudes. Neighborhood opportunity was measured using census tract indicators within the education, health care, and social/economic domains. Logistic regression was used to examine risk of receiving a detention/suspension by the fourth wave of the study.
Black youth had significantly higher detention/suspension rates than White youth, which could not be explained by teacher- or caregiver-reported externalizing concerns or by family characteristics. Social/economic indicators of neighborhood opportunity moderated the association between state-level racial bias and school discipline among Black youth, but not among White youth. Black youth living in states with greater racial bias were at higher risk for receiving school discipline when living in neighborhoods with more social/economic opportunities. In contrast, Black youth were at high risk for school discipline when living in neighborhoods with the lowest levels of opportunity regardless of state-level racial bias.
Place-based characteristics appear to play a key role in explaining the inequitable use of school discipline among Black youth compared with White youth.
解决黑人青少年在学校被留校察看和停学的比例过高问题，对于减少一生当中的教育和健康差距至关重要。然而，很少有研究探讨学校以外的外部因素或个人特征作为学校纪律差异的潜在促成因素，比如州层面的种族偏见和社区机会。
使用了来自规模更大的青少年大脑认知发展（ABCD）研究的一个子样本（n = 8668；基线时的平均年龄 = 9.5岁；71%为白人；29%为黑人）。使用州层面的种族偏见态度指标来衡量反黑人种族偏见。使用教育、医疗保健和社会/经济领域内的普查区指标来衡量社区机会。使用逻辑回归来检验在研究的第四轮时被留校察看/停学的风险。
黑人青少年的留校察看/停学率显著高于白人青少年，这无法用教师或照顾者报告的外化问题或家庭特征来解释。社区机会的社会/经济指标调节了州层面种族偏见与黑人青少年学校纪律之间的关联，但在白人青少年中不存在这种情况。生活在种族偏见更大的州的黑人青少年，当他们生活在社会/经济机会更多的社区时，受到学校纪律处分的风险更高。相比之下，无论州层面的种族偏见如何，生活在机会水平最低的社区的黑人青少年受到学校纪律处分的风险都很高。
与白人青少年相比，基于地点的特征似乎在解释黑人青少年在学校纪律使用上的不公平现象方面起着关键作用。
