NEQUITIES IN THE NUMBER OF DAYS ASSIGNED TO AN EXCLUSIONARY DISCIPLINE CONSEQUENCE AS A FUNCTION OF THE ETHNICITY / RACE OF TEXAS MIDDLE SCHOOL GIRLS: A MULTIYEAR, STATEWIDE INVESTIGATION

Abstract

In this investigation, the extent to which differences in days assigned to in-school suspension and out-of-school suspension for Grade 6, 7, and 8 Black, Hispanic, and White girls in Texas for the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years was examined. Inferential statistical procedures revealed statistically significant differences in all four school years and at all three grade levels. In all school years and at each grade level, Black girls were assigned to statistically significantly more days of in-school suspension and out-of-school suspension than were Hispanic girls and White girls. A clear stair-step effect was present. Black girls were assigned statistically significantly more days to each consequence, followed by Hispanic girls, and then by White girls.