期刊
SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE
卷 11, 期 4, 页码 492-498出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/1948550619875150
关键词
stereotyping; school discipline; racial disparities; principals
资金
- National Science Foundation Graduate Research Fellowship
- Google's Computer Science Education Research team
- Tides Foundation
- Character Lab
In the classroom, Black students are disciplined more frequently and more severely for the same misbehaviors as White students. Though teachers have influence over disciplinary actions, the final decisions for exclusionary discipline (i.e., suspensions and expulsions) are principals' responsibility. We test how principals make disciplinary decisions in a preregistered experiment. Principals endorsed more severe discipline for Black students compared with White students across two time points. Further, this discipline severity was explained through Black students being more likely to be labeled a troublemaker than White students. Future efforts should focus on principals in order to mitigate the negative impacts of the school-to-prison pipeline.
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