The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students

被引：137

作者：

Gregory, Anne ^{[1
]}

Cornell, Dewey ^{[2
,3
]}

Fan, Xitao

机构：

[1] Rutgers State Univ, Grad Sch Appl & Profess Psychol, Piscataway, NJ 08854 USA

[2] Univ Virginia, Curry Sch Educ, Program Clin Psychol, Charlottesville, VA 22903 USA

[3] Univ Virginia, Curry Sch Educ, Program Sch Psychol, Charlottesville, VA 22903 USA

来源：

AMERICAN EDUCATIONAL RESEARCH JOURNAL | 2011年 / 48卷 / 04期

关键词：

high school; school climate; race; suspension; support; ACHIEVEMENT GAP; DISCIPLINE GAP; CLIMATE; BEHAVIOR; AUTHORITARIAN; ADOLESCENTS; ADJUSTMENT; CLASSROOM; AMERICAN; TEACHERS;

D O I：

10.3102/0002831211398531

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined the relationship between structure and support in the high school climate and suspension rates in a statewide sample of 199 schools. School climate surveys completed by 5,035 ninth grade students measured characteristics of authoritative schools, defined as highly supportive, yet highly structured with academic and behavioral expectations. Multivariate analyses showed that schools low on characteristics of an authoritative school had the highest schoolwide suspension rates for Black and White students after statistically controlling for school demographics. Furthermore, schools low on both structure and support had the largest racial discipline gaps. These findings highlight the characteristics of risky settings that may not meet the developmental needs of adolescents and may contribute to disproportionate disciplinary outcomes for Black students.

引用

页码：904 / 934

页数：31

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