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The Urban Review

Erschienen in:

09.06.2017

School Discipline Disproportionality: American Indian Students in Special Education

verfasst von: Denise K. Whitford

Erschienen in: The Urban Review | Ausgabe 5/2017

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Abstract

American Indian students are disproportionately represented in school discipline referrals (ODRs) and administrative outcomes across general school populations (Brown and DiTillio in J Educ Learn 2(4):47–59, 2013; Whitford and Levine-Donnerstein in Behav Disord 39(2), 2014). The purpose of this study was to examine the ODRs and administrative outcomes of 1612 students in special education, with particular attention to American Indian students (29.2% of the sample). Results indicated, although proportionally referred to school administration for disciplinary action, American Indian students in special education were more likely to be given an out-of-school suspension and/or expulsion, than both White and Hispanic/Latino students in special education, for the same identifying behaviors. Implications for improved practice are provided.

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Titel: School Discipline Disproportionality: American Indian Students in Special Education
verfasst von: Denise K. Whitford
Publikationsdatum: 09.06.2017
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 5/2017
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-017-0417-x

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