Assessing Disproportional Calls Home for Problems at School: A Critical Race Framing and Analysis of Race,Ethnicity,Gender,and Childhood Adversities

Abstract

This paper describes the relationship between student identity, adverse childhood experiences (ACEs), and risk for receiving calls home for problems in school. Data are drawn from the 2017 to 2018 National Survey of Children's Health (n = 4,579). Critical race theory and QuantCrit were used to frame the study and analysis. Findings reflect that ACEs were associated with a call home for all students, that students of color with ACEs were 1.24 times more likely to receive a call home for problems at school, and that specific individual ACEs were associated with calls home for each student group.

Keywords

ACEs childhood adversities critical race theory QuantCrit school discipline

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