Contextualizing school discipline: Examining the role of general peer and teacher discrimination at the individual- and school-level on individual suspension

Citation

Trovato, Daniel & Zimmerman, Gregory M. (2024). Contextualizing school discipline: Examining the role of general peer and teacher discrimination at the individual- and school-level on individual suspension. Journal of Research on Adolescence.

Abstract

Past research has linked peer and teacher discrimination to risk factors for school discipline, but few studies have examined whether peer and teacher discrimination have a direct impact on school discipline. This study examines the effects of general peer and teacher discrimination at the individual- and school-level on school suspension using nationally representative, secondary data on almost 12,000 youth across 131 schools. Hierarchical logistic regression models indicated that general teacher discrimination at the individual- and school-level—but not general peer discrimination—increased the odds of receiving school suspension. Findings suggest that general discrimination by direct learning instructors and teachers representing the broader school culture can shape student conduct. Reducing school discipline thus falls on teachers, staff, principals, and learners.

URL

https://doi.org/10.1111/jora.12968

Keyword(s)

discrimination, peers, school suspension, teachers

Reference Type

Journal Article

Journal Title

Journal of Research on Adolescence

Author(s)

Trovato, Daniel
Zimmerman, Gregory M.

Year Published

2024

ISSN/ISBN

1050-8392

DOI

10.1111/jora.12968

Reference ID

10407