Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied

Authors

Subini Ancy Annamma, University of Kansas
Yolanda Anyon, University of DenverFollow
Nicole M. Joseph, University of Denver
Jordan Farrar, University of Denver
Eldridge Greer, Denver Public Schools
Barbara Downing, Denver Public Schools
John Simmons, Denver Public Schools

Publication Date

5-19-2016

Document Type

Article

Organizational Units

Graduate School of Social Work

Keywords

Black girls, School discipline, Racism, School-to-Prison pipeline

Abstract

Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls’ exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate analysis to determine whether these patterns held after accounting for other identity markers. Finally, we used Critical Discourse Analysis to consider whether office referrals for Black girls were for subjective or objective behaviors and whether they aligned with dominant narratives.

Publication Statement

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Recommended Citation

Annamma, S. A., Anyon, Y., Joseph, N. M., Farrar, J., Greer, E., Downing, B., & Simmons, J. (2016). Black girls and school discipline: The complexities of being overrepresented and understudied. Urban Education, 54(2), 211-242. doi: 10.1177/0042085916646610