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    School Racial Composition and Discipline

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    Author
    Duffy, Horace Joseph
    Date
    2017-04-21
    Advisor
    Lopez-Turley, Ruth
    Degree
    Master of Arts
    Abstract
    Prior research finds school discipline to be a highly racialized process that contributes to greater inequality. While individual student level characteristics have been found to contribute to the likelihood of receiving an exclusionary punishment, recently there has been interest in how school context, primarily the racial composition, contributes to this trend. Until now, prior research shows that percent black is associated with an increase in punitive disciplinary outcomes, yet little is known about the relationship of percent Latino and punishment. Using data from the Houston Independent School district, the current study examines the association of both individual and school level characteristics and the likelihood a student will receive discipline. This paper concludes that both percent black and Latino are associated with an increase in disciplinary actions and that the most disadvantaged students are most at risk of discipline controlling for other individual characteristics, while advantaged students have lower odds
    Keyword
    Race; Schools
    Citation
    Duffy, Horace Joseph. "School Racial Composition and Discipline." (2017) Master’s Thesis, Rice University. https://hdl.handle.net/1911/96062.
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    Home | FAQ | Contact Us | Privacy Notice | Accessibility Statement
    Managed by the Digital Scholarship Services at Fondren Library, Rice University
    Physical Address: 6100 Main Street, Houston, Texas 77005
    Mailing Address: MS-44, P.O.BOX 1892, Houston, Texas 77251-1892
    Site Map