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ERIC Number: EJ1149866
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1946-2077
Subjective Discipline and the Social Control of Black Girls in Pipeline Schools
Martin, Jennifer; Smith, Julia
Journal of Urban Learning, Teaching, and Research, v13 p63-72 2017
Using an intersectional feminist critical race lens, we utilized the Education Longitudinal Study (2002) data comparing tenth grade African American girls to White girls, analyzing whether the student was ever held back, teacher reports of problem behaviors in classrooms, and whether the student did not graduate from high school in the four years following her tenth-grade year, to determine if subjective discipline and social control of Black girls leads to eventual school dropout. Essentially, we asked, are African American girls who are retained and/or subjected to other more informal push-out policies more apt to leave school on their own? The findings confirmed, first, that African American girls were at much higher risk of both grade retention and informal reports of discipline problems from teachers, even after controlling for family factors, school quality, and teacher quality. We then confirmed that while family, school, and teacher quality factors did not explain away the much higher dropout rate of African American girls, the differences in history of grade retention and teacher discipline completed equated the two groups. These findings provide support for the "push-out" explanation put forward in the literature.
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A