中学和高中学生的排斥性学校纪律和学校成绩,按种族和民族分类
Camila Cribb Fabersunne1,2, Seung Yeon Lee3, Dannielle McBride2,4
1Department of Pediatrics, University of California, San Francisco.
JAMA network open
|October 20, 2023
概括
在排斥性学校纪律 (ESD) 中存在种族和民族差异. 经历ESD事件显著降低学生的平均成绩 (GPA),不成比例地影响黑人和拉丁裔学生.
科学领域:
- 教育心理学教育心理学
- 公共卫生 公共卫生
- 社会学 社会学 社会学
背景情况:
- 种族和民族不平等在美国的排斥性学校纪律 (ESD) 实践中很普遍.
- 从教育环境中移除学生的ESD与教育,卫生和司法系统的不利结果有关.
研究的目的:
- 检查经历ESD事件与降低平均成绩点 (GPA) 之间的关联.
- 为了确定少数群体的学生,特别是黑人和拉丁裔学生,与白人学生相比,是否受到ESD的影响不成比例.
主要方法:
- 一项纵向队列研究分析了加利福尼亚州一个大型城市学区6年级到10年级学生的行政数据.
- 线性混合模型被用来评估第一个ESD事件对GPA变化在三年中的影响.
- 对性别,母亲教育,种族/民族和学年进行控制分析.
主要成果:
- 超过21%的学生至少经历过一次ESD事件,黑人和拉丁裔学生面临的比例明显高于白人学生.
- 经历ESD事件与第一年平均GPA下降0.88点有关,随后在第二年和第三年下降.
- 与白人学生相比,黑人和拉丁裔学生的平均成绩下降更大,即使在控制了其他因素之后.
结论:
- 该研究证实了在ESD流行率和其对教育成就的负面影响方面存在显著的种族和民族差异.
- 调查结果表明,ESD事件可能作为不良的童年经历,保证考虑消除作为纪律措施.
- 鼓励儿科医生和卫生专业人员对ESD进行查,认识到其在整个生命过程中潜在的长期健康影响.
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