A STUDY OF DISPROPORTIONALITY IN DISCIPLINE FOR BLACK GIRLS IN TEXAS: DOES DISTRICT TYPE MATTER?

Abstract

The number of African American girls that experience exclusionary discipline in Texas schools is an area of concern that needs to be addressed. In the Southern States, African American female students are five times more likely to receive out-of-school suspension than White female students. The research surrounding the topic of school discipline outlines the disparities concerning students of color and the likelihood of students of color receiving discipline more often and more severe than their counterparts (Fenning & Rose, 2007, Fowler, 2007, Townsend, 2000). Directly related to this concern is the makeup representation of the discipline committee members that decide the type and length of placement for African American students.

This experimental design describes the impact of disciplinary committee representation on DAEP placement in school districts in Texas. Archival data were collected from the Texas Education Agency database for 2013-2014, 2014-2015, 2015-2016, and 2016-2017 school years through a Public Information Release request. The population includes all African American female students in major suburban and major urban school districts who were placed in a District Alternative Educational Placement (DAEP) educational setting, the number of economically-disadvantaged students, the number of students served through special education, and the student-teacher ratio. School district location and committee member representation were analyzed to determine if major urban or major suburban school district location affects the number of exclusionary discipline placements that happen during the school year for African American female students.

This study was conducted to reveal potential patterns that may/may not exist between urban and suburban school districts and DAEP placements for African American female students in major urban and major suburban school districts in Texas. The study was conducted using secondary discipline data compiled through the Texas Education Agency. Data were analyzed from major urban school districts and major suburban school districts in the state of Texas. Multiple regression analysis was used in analyzing the research question(s) about exclusionary discipline placements. Data from major suburban and major urban school districts in Texas were used in the study. African American female student data and teacher ethnicity representation data was analyzed to determine if urban or suburban school district locations have an impact on the number of DAEP placements.

The current field of study around exclusionary discipline practices gives much insight to exclusionary discipline practices involving African American males, Hispanic males, and even males served through Special Education. This research will attempt to address a lacuna in the research involving exclusionary discipline practices by addressing the potential patterns of major urban and major suburban school districts, teacher ethnicity representation, and exclusionary discipline for African American female students.