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Abstract

This QuantCrit study examined Black girls’ discipline related to similarly situated others. We also examined the relationship between discipline and academic outcomes and race and gender as predictors of discipline. Our analyses included a Pearson correlation and a negative binomial multiple regression: finding that Black girls’ reflect an alarmingly disproportional amount of school discipline in frequency and severity, primarily for subjective offenses. Further, a significant association exists between racialized discipline and academics. Finally, we produced a predictive model of race, discipline frequency, and severity. With diversification, discipline policy implementation and academic outcomes must be vigilantly monitored for discrimination and harm.

Keywords

Black girls implicit bias negative binomial regression academic achievement urban education minority academic success Black females race identity discipline policies discipline disparities QuantCrit

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Black Girls and School Discipline: A QuantCrit Examination of Discipline Policy,Racialized Female Discipline,and Academic Outcomes

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