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Area of Science:

  • Developmental Psychology
  • Sociology
  • Criminology

Background:

  • Black youth experience disproportionately higher rates of school exclusionary discipline compared to White youth.
  • Racial disparities in school discipline begin in early adolescence and can have long-term consequences.

Purpose of the Study:

  • To examine how race impacts the age of onset for school disciplinary actions and police contact.
  • To investigate the rate at which Black and White youth receive increasingly severe disciplinary actions.

Main Methods:

  • Analysis of data from 2,156 participants in the Adolescent Brain Cognitive Development Social Development (ABCD-SD) study.
  • Logistic regression and Cox proportional hazards models were used to analyze exclusionary discipline experiences.

Main Results:

  • Black youth reported significantly higher rates of nearly all disciplinary events than White youth.
  • Black youth had a higher risk for exclusionary discipline and police contact (e.g., odds ratios for detention 2.47, sent home 5.16).
  • Black youth receiving detention or suspension faced a higher risk of subsequent, more severe discipline compared to White youth.

Conclusions:

  • Racial bias in school discipline and policing contributes to Black youth experiencing more frequent and earlier disciplinary actions.
  • Disciplinary actions like detention and suspension predict an accelerated escalation of severe school discipline for Black students.
  • Findings highlight significant racial disparities in how school discipline severity progresses over time for Black youth.