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All My Life I Had to Fight: The Disproportionate Impact of School Disciplinary Policies on Black Girls in K-12 Contexts

All My Life I Had to Fight: The Disproportionate Impact of School Disciplinary Policies on Black Girls in K-12 Contexts

Terry Husband, Chequita Brown
Copyright: © 2018 |Pages: 16
ISBN13: 9781522549604|ISBN10: 1522549609|EISBN13: 9781522549611
DOI: 10.4018/978-1-5225-4960-4.ch003
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MLA

Husband, Terry, and Chequita Brown. "All My Life I Had to Fight: The Disproportionate Impact of School Disciplinary Policies on Black Girls in K-12 Contexts." Equity, Equality, and Reform in Contemporary Public Education, edited by Marquis C. Grant, IGI Global, 2018, pp. 53-68. https://doi.org/10.4018/978-1-5225-4960-4.ch003

APA

Husband, T. & Brown, C. (2018). All My Life I Had to Fight: The Disproportionate Impact of School Disciplinary Policies on Black Girls in K-12 Contexts. In M. Grant (Ed.), Equity, Equality, and Reform in Contemporary Public Education (pp. 53-68). IGI Global. https://doi.org/10.4018/978-1-5225-4960-4.ch003

Chicago

Husband, Terry, and Chequita Brown. "All My Life I Had to Fight: The Disproportionate Impact of School Disciplinary Policies on Black Girls in K-12 Contexts." In Equity, Equality, and Reform in Contemporary Public Education, edited by Marquis C. Grant, 53-68. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4960-4.ch003

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Abstract

Over the past two decades, a large body of research has documented the effects of school disciplinary policies and practices on Black males. As a result of this overemphasis on the educational plight and experiences of Black males in schools, very few studies have examined the impact of school discipline policies and practices on Black females. Given the absence of discourse about this issue, it is often assumed or taken for granted by many researchers and teachers that Black females receive equitable educational opportunities as other student populations. Using data from five large urban school districts, this chapter argues that the formal and informal disciplinary policies and systems in many schools and classrooms in the United States have a disproportionately negative impact on Black girls. Recommendations for administrators, teachers, and other key school officials are presented.

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