Black students are suspended at higher rates, with long-lasting effects.
According to recent data, black students in K-12 schools are suspended at shockingly higher rates than white students. But what’s even more worrying, experts say, is how it affects their chances of academic and career success later in life.
As the United States kicks off its school year, here’s a look at how school suspensions are correlated with lower academic performance, college acceptance rates, and overall quality of life as adults. And why black students are getting the lion’s share of one of the worst school punishments possible.
Disparities in school disciplinary action have persisted for decades, with negative effects on access to education, college acceptance rates, and outcomes later in life.
According to data from the US Department of Education’s Civil Rights Office, between 1974 and 2000, the rate of suspension and expulsion from schools nearly doubled, from 3.7% to 6.6% of students.
While the most recent data showed suspension and expulsion rates have dropped, students of color and students with disabilities are still more likely to be overdisciplined, according to a recent interview with professor Andrea Joseph-McCatty. social work assistant at the University. of Tennessee, in The Conversation.
Black girls are hanging from a high rate
Black girls were overrepresented in the suspensions. While they represented 7.4% of enrolments, they represented 11.2% of school suspensions and 13.3% of out-of-school suspensions. Among girls, they were the only racial or ethnic group with this disparity. Compared to white girls, black girls saw 4.19 times the rate of suspension, according to an analysis by the Georgetown Law Center on Poverty and Inequality’s Gender Justice & Opportunity initiative and the RISE research team of the New York University.
Black boys, whose share of suspensions more than tripled their share of student enrollment, saw the greatest disparities across all groups, though boys identifying as multiracial, Native American and Alaskan native had also seen disparities.
Students with disabilities, who represent 13.2% of the school population, received about 20% of in-school suspensions and 25% of out-of-school suspensions. When broken down by race, black students received suspensions at more than double the enrollment rate of 2.3%.
These are often perceptions and not particularly bad behaviors
While some may generally assume that students only receive school discipline for breaking school rules, social scientists have used data to show how race, gender, disability and class bias at the intersection of punitive discipline policies and systematic inequalities lead to disproportionate suspensions, Joseph-McCatty told The Conversation.
For example, she says, black girls are disciplined in school for wearing natural hair in afros or for having braids. In other cases, black girls are more likely to receive school disciplinary results for subjective offenses such as tone of voice, dress and disrespect compared to other girls, she said.
Another factor is “adultification,” or the concept coined to describe how black girls are disproportionately perceived as less innocent, needing less education, less protection, less support, knowing more about the sex and adult subjects, and are more adult-like than their peers. , said Joseph-McCatty.
The effects of disciplinary sanctions on academic and professional success? Certainly not positive.
Over the long term, higher rates of school discipline are correlated with negative life outcomes, including “mental health difficulties, drug use, criminal victimization, criminal involvement, and subsequent incarceration,” wrote Joseph-McCatty in an email to Grid.
In the short term, research shows that school suspensions for ‘at-risk’ students “often expose them to increased conflict outside of school, a greater likelihood of future suspensions, and a greater risk of dropping out. “, wrote Joseph-McCatty.
“One argument in favor of suspensions is that if a student is removed from the class, they are no longer causing disruption, and therefore removing disruptive students could have positive benefits over those remaining in the class,” Andrew Bacher-Hicks , who co-authored a working paper for the National Bureau of Economic Research showing the causal relationship between suspensions and negative outcomes later in life, told Harvard in a blog post.
“But we found that for all students, there are significant negative impacts on later outcomes associated with attending a school with a high suspension rate. This suggests that there are no overwhelmingly positive benefits to removing disruptive peers from the classroom.
The authors found that not only were the effects of strict school discipline the most harmful for black male students, but also that there were no positive spillovers, such as higher test scores or a lower risk of dropping out, for any subgroup of students. In other words, there was “no positive benefit of strict school discipline that many have claimed for decades has emerged from the data in this study.”
What is the impact of disciplinary records on university admissions?
The Common Application, an admissions application used by more than 1,000 colleges and universities, began including mandatory sections on disciplinary action — for students and guidance counselors — in 2006. At the time, the Common App Board championed the section as a way to help colleges. decide whether a prospective student should be part of the community they were building, according to a 2015 report.
But he removed the section in 2020, citing racial and income disparities in disciplinary records. A popular competitor, the Coalition for College admissions tool, serving more than 150 institutions, removed the question from its application in 2017.
“Our data has clearly shown that requiring students to disclose their school disciplinary history has a clear and profound negative impact,” said Jenny Rickard, president and CEO of Common App, in an interview with Forbes. “It takes away the aspiration for college, especially among low-income, black, and Latino students,” she said. “Not only that, but white students and students whose parents attended college are more likely to attend schools that completely prevent disclosure of disciplinary history.”
But schools that use both the Common Application and the Coalition for College admissions tools can and do still choose to include additional questions in disciplinary records. Last year, about 40% of Common App member colleges asked about disciplinary records, the company said.
Thanks to Dave Tepps for writing this article.
Comments are closed.