Discipline Assignment Inequities by the Gender and Ethnicity/Race of Grade 9 Students with a Learning Disability

1
John Slate
John Slate
2
Jamie Heintz Benson
Jamie Heintz Benson
3
John R. Slate
John R. Slate
1 Sam Houston State University
3 Cleveland ISD, Sam Houston State University

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The extent to which differences were present in the receipt of in-school suspension and out-ofschool suspension assignments as a function of gender and ethnicity/race for Texas Grade 9 students who had a Learning Disability in the 2008-2009 school year was addressed in this investigation. An analysis of Texas statewide data revealed the presence of statistically significant differences in the receipt of both in-school suspension and out-of-school suspension to boys and girls. Boys who had a Learning Disability received statistically significantly more instances of both discipline consequences than did girls with a Learning Disability. With respect to ethnicity/race, Grade 9 Black students who had a Learning Disability were assigned in-school suspensions and out-of-school suspensions at statistically significantly higher rates (i.e., 1 to 2 times more often) than their Hispanic and White counterparts. Clear disproportional ties were established in the assignment of both in-school suspensions and out-of-school suspensions by the gender and ethnicity/race of Texas Grade 9 students who had a Learning Disability.

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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John Slate. 2018. \u201cDiscipline Assignment Inequities by the Gender and Ethnicity/Race of Grade 9 Students with a Learning Disability\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 17 (GJHSS Volume 17 Issue G10): .

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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: FOR Code: 930199
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January 17, 2018

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English

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The extent to which differences were present in the receipt of in-school suspension and out-ofschool suspension assignments as a function of gender and ethnicity/race for Texas Grade 9 students who had a Learning Disability in the 2008-2009 school year was addressed in this investigation. An analysis of Texas statewide data revealed the presence of statistically significant differences in the receipt of both in-school suspension and out-of-school suspension to boys and girls. Boys who had a Learning Disability received statistically significantly more instances of both discipline consequences than did girls with a Learning Disability. With respect to ethnicity/race, Grade 9 Black students who had a Learning Disability were assigned in-school suspensions and out-of-school suspensions at statistically significantly higher rates (i.e., 1 to 2 times more often) than their Hispanic and White counterparts. Clear disproportional ties were established in the assignment of both in-school suspensions and out-of-school suspensions by the gender and ethnicity/race of Texas Grade 9 students who had a Learning Disability.

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Discipline Assignment Inequities by the Gender and Ethnicity/Race of Grade 9 Students with a Learning Disability

Jamie Heintz Benson
Jamie Heintz Benson
John R. Slate
John R. Slate Cleveland ISD, Sam Houston State University

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