Skip to main content

2004 - Inequality Segregation and the Overrepresentation of African American in School Suspensions

Attribution: Eitle, Tamela McNulty, & Eitle, David
Researchers: David EitleTamela McNulty Eitle
University Affiliation: University of Montana
Email: teitle@montana.edu
Research Question:
Relationship between school segregation patterns and the phenomenon of Black suspension overrepresentation.
Published: 1
Journal Name or Institutional Affiliation: Sociological Perspectives
Journal Entry: Vol. 47, No. 3, pp. 269-287
Year: 2004
Findings:
  • Schools that have a more educated and experienced faculty are likely to have a relatively greater racial imbalance in suspension rates, as well as schools that devote fewer resources to their students.
  • Higher levels of school district segregation corresponded with lower levels of Black suspension imbalance.
  • Support resegregation hypothesis that suggests schools situated in relatively highly segregated districts have the lowest rates of imbalances in suspensions.
  • Leaves the question of whether this is a way of discrimination.
Keywords: ClimateDisciplineEqualityResegregationSegregationRegions: SouthMethodologies: QuantitativeResearch Designs: Secondary Survey DataAnalysis Methods: Multilevel Models Sampling Frame:State
Sampling Types: NonrandomAnalysis Units: SchoolData Types: Quantitative-Cross Sectional
Data Description:
  • Florida Department of Education and 2000 decennial Census
  • School Advisory Council Reports (SACR) for the academic year 1999-2000 are the source of information on school characteristics, incidents, and suspensions.
  • 728 schools (313 HS and 415 Middle Schools) nested in 40 school districts. Forty districts provide sufficient power for detecting any cross-level associations, including tests of the core proposition.
  • DV: Black suspension imbalance: extent to which Black students were represented among those suspended in similar proportions to their school enrollment.
  • IV: School characteristics, district and residential variables.
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
Skip to toolbar