Differences in Disciplinary Consequence for Texas Middle School Boys as a Function of Ethnicity/Raceand Economic Status

1
John R. Slate
John R. Slate
2
Christopher Eckford
Christopher Eckford
1 Cleveland ISD, Sam Houston State University

Send Message

To: Author

GJHSS Volume 16 Issue G8

Article Fingerprint

ReserarchID

12EK5

Differences in Disciplinary Consequence for Texas Middle School Boys as a Function of Ethnicity/Raceand Economic Status Banner
  • English
  • Afrikaans
  • Albanian
  • Amharic
  • Arabic
  • Armenian
  • Azerbaijani
  • Basque
  • Belarusian
  • Bengali
  • Bosnian
  • Bulgarian
  • Catalan
  • Cebuano
  • Chichewa
  • Chinese (Simplified)
  • Chinese (Traditional)
  • Corsican
  • Croatian
  • Czech
  • Danish
  • Dutch
  • Esperanto
  • Estonian
  • Filipino
  • Finnish
  • French
  • Frisian
  • Galician
  • Georgian
  • German
  • Greek
  • Gujarati
  • Haitian Creole
  • Hausa
  • Hawaiian
  • Hebrew
  • Hindi
  • Hmong
  • Hungarian
  • Icelandic
  • Igbo
  • Indonesian
  • Irish
  • Italian
  • Japanese
  • Javanese
  • Kannada
  • Kazakh
  • Khmer
  • Korean
  • Kurdish (Kurmanji)
  • Kyrgyz
  • Lao
  • Latin
  • Latvian
  • Lithuanian
  • Luxembourgish
  • Macedonian
  • Malagasy
  • Malay
  • Malayalam
  • Maltese
  • Maori
  • Marathi
  • Mongolian
  • Myanmar (Burmese)
  • Nepali
  • Norwegian
  • Pashto
  • Persian
  • Polish
  • Portuguese
  • Punjabi
  • Romanian
  • Russian
  • Samoan
  • Scots Gaelic
  • Serbian
  • Sesotho
  • Shona
  • Sindhi
  • Sinhala
  • Slovak
  • Slovenian
  • Somali
  • Spanish
  • Sundanese
  • Swahili
  • Swedish
  • Tajik
  • Tamil
  • Telugu
  • Thai
  • Turkish
  • Ukrainian
  • Urdu
  • Uzbek
  • Vietnamese
  • Welsh
  • Xhosa
  • Yiddish
  • Yoruba
  • Zulu

Examined in this study was the degree to which differences were present in Juvenile Justice Alternative Education Program (JJAEP) placements for Grade 7 and 8 boys in Texas as a function of their ethnicity/race and economic status. Texas statewide middle school discipline data were obtained from the Texas Education Agency Public Education Information Management System on all boys in the 2010-2011 school year. Inferential statistical procedures revealed the presence of statistically significant differences in JJAEP placements forboys in both Grades 7 and 8 as a function of their economic status and ethnicity/race. In both Grade 7 and Grade 8, Black boys had statistically significantly higher percentage of JJAEP placements than their White counterparts, 3 to 4 times higher. For Hispanic boys in Grades 7 and 8, they had a JJAEP placement rate that was 2 to 3 times higher than the JJAEP placement rate of White boys.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

Data Availability

Not applicable for this article.

John R. Slate. 2016. \u201cDifferences in Disciplinary Consequence for Texas Middle School Boys as a Function of Ethnicity/Raceand Economic Status\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 16 (GJHSS Volume 16 Issue G8): .

Download Citation

Issue Cover
GJHSS Volume 16 Issue G8
Pg. 43- 47
Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords
Classification
GJHSS-G Classification: FOR Code: 939999p
Version of record

v1.2

Issue date

December 19, 2016

Language

English

Experiance in AR

The methods for personal identification and authentication are no exception.

Read in 3D

The methods for personal identification and authentication are no exception.

Article Matrices
Total Views: 3641
Total Downloads: 1911
2026 Trends
Research Identity (RIN)
Related Research

Published Article

Examined in this study was the degree to which differences were present in Juvenile Justice Alternative Education Program (JJAEP) placements for Grade 7 and 8 boys in Texas as a function of their ethnicity/race and economic status. Texas statewide middle school discipline data were obtained from the Texas Education Agency Public Education Information Management System on all boys in the 2010-2011 school year. Inferential statistical procedures revealed the presence of statistically significant differences in JJAEP placements forboys in both Grades 7 and 8 as a function of their economic status and ethnicity/race. In both Grade 7 and Grade 8, Black boys had statistically significantly higher percentage of JJAEP placements than their White counterparts, 3 to 4 times higher. For Hispanic boys in Grades 7 and 8, they had a JJAEP placement rate that was 2 to 3 times higher than the JJAEP placement rate of White boys.

Our website is actively being updated, and changes may occur frequently. Please clear your browser cache if needed. For feedback or error reporting, please email [email protected]
×

This Page is Under Development

We are currently updating this article page for a better experience.

Request Access

Please fill out the form below to request access to this research paper. Your request will be reviewed by the editorial or author team.
X

Quote and Order Details

Contact Person

Invoice Address

Notes or Comments

This is the heading

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

High-quality academic research articles on global topics and journals.

Differences in Disciplinary Consequence for Texas Middle School Boys as a Function of Ethnicity/Raceand Economic Status

Christopher Eckford
Christopher Eckford
John R. Slate
John R. Slate Cleveland ISD, Sam Houston State University

Research Journals