The Urban Review

, Volume 34, Issue 4, pp 317–342 | Cite as

The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment

  • Russell J. Skiba
  • Robert S. Michael
  • Abra Carroll Nardo
  • Reece L. Peterson


The disproportionate discipline of African-American students has been extensively documented; yet the reasons for those disparities are less well understood. Drawing upon one year of middle-school disciplinary data for an urban school district, we explored three of the most commonly offered hypotheses for disproportionate discipline based on gender, race, and socioeconomic status. Racial and gender disparities in office referrals, suspensions, and expulsions were somewhat more robust than socioeconomic differences. Both racial and gender differences remained when controlling for socioeconomic status. Finally, although evidence emerged that boys engage more frequently in a broad range of disruptive behavior, there were no similar findings for race. Rather, there appeared to be a differential pattern of treatment, originating at the classroom level, wherein African-American students are referred to the office for infractions that are more subjective in interpretation. Implications for teacher training and structural reform are explored.

minority overrepresentation school discipline suspension expulsion 


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Copyright information

© Human Sciences Press, Inc. 2002

Authors and Affiliations

  • Russell J. Skiba
    • 1
    • 2
  • Robert S. Michael
    • 3
  • Abra Carroll Nardo
    • 4
  • Reece L. Peterson
    • 5
  1. 1.Department of Counseling and Educational PsychologyIndiana UniversityBloomington
  2. 2.100 Smith Research CenterIndiana Education Policy CenterBloomington
  3. 3.Indiana Education Policy CenterIndiana UniversityBloomington
  4. 4.Department of Counseling and Educational PsychologyIndiana UniversityBloomington
  5. 5.University of Nebraska at LincolnUSA

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