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首页> 外文期刊>Journal of child and family studies >National Analysis of the Disciplinary Exclusion of Black Students with and without Disabilities
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National Analysis of the Disciplinary Exclusion of Black Students with and without Disabilities

机译：国家与无残疾黑色学生纪律排斥的国家分析

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ObjectiveThe objective of this study was to determine the current national results regarding school discipline for Black students. There are decades of data demonstrating the discriminatory discipline faced by Black children and adolescents in America's K-12 public education system. Yet, there is limited research focusing exclusively on Black students with disabilities and no publically available research documenting the analysis of Black students with and without disabilities at the national level.MethodThe method was a quantitative analysis using rates and weighted risk ratios.ResultsThe results indicated that approximate to 10% of Black students received a suspension, compared with 2.5% for all other racial/ethnic groups. For students with disabilities, approximate to 23% of Black students received a suspension, compared with approximate to 9% for Hispanic and White students with disabilities, almost 6% for Asian students with disabilities, and 21% for Native American students with disabilities. Risk ratio results vary by comparison group.ConclusionsBlack students with and without disabilities continue to be grossly overrepresented in exclusionary discipline compared to their proportion within the population. Implications for research, policy, and practice are provided.
机译：本研究的客观目的是确定当前关于黑人学生学校纪律的国家结果。有几十年的数据，展示了美国K-12公共教育系统中的黑色儿童和青少年面临的歧视性学科。然而，有限的研究专注于残疾人的黑人学生，没有公开可用的研究，记录了国家一级的黑人学生的分析。方法是使用率和加权风险比率进行定量分析。结果表明了结果表明对所有其他种族/族裔的群体相比，10％的黑人学生获得暂停。对于残疾学生来说，近似约占黑人学生的暂停，与残疾人和白人学生的近似值约为9％，亚洲患有残疾的亚洲学生近6％，而美国本土学生的居民差价21％。风险比率结果因比较组而异。与人口中的比例相比，在没有残疾的情况下，有没有残疾的学生在排除纪律的情况下继续持续。提供了对研究，政策和实践的影响。

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