Differences in Discipline Consequences as a Function of Economic Status by Gender

Abstract

The extent to which differences were present in the assignment of in-school suspension and out-of-school suspension as a function of economic status for Texas Grade 4 and Grade 5 girls and boys for the 2013-2014 and 2014-2015 school years was determined in this investigation. Statistically significant differences were present between boys and girls and by poverty status in the assignment of in-school suspension and out-of-school suspension for both school years. For girls and boys, students who were Extremely Poor were assigned in-school suspension and out-of-school suspension at statistically significantly higher rates than both Moderately Poor and Not Economically Disadvantaged in Grade 4 and Grade 5. Of importance were clear disproportionalities in exclusionary discipline assignments for students who were economically disadvantaged. Implications of results and recommendations for future research were provided.