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Assessing the Odds of Exclusionary Discipline: An Exploration of the Racial, Socioeconomic, and Spatial Disparities in High School Discipline

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Title: Assessing the Odds of Exclusionary Discipline: An Exploration of the Racial, Socioeconomic, and Spatial Disparities in High School Discipline
Language: English
Authors: Jacob-Paul C. Taylor, Malgorzata J. Zuber (ORCID 0000-0001-5954-0149), David S. Shoup
Source: Journal of Education. 2026 206(1):46-59.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High Schools, Suspension, Expulsion, Institutional Characteristics, Race, Socioeconomic Status, Neighborhoods, Minority Group Students, Attendance, Crime, Advanced Placement Programs, School Demography, Racial Composition, Community Influence, Socioeconomic Influences, Predictor Variables
Geographic Terms: Pennsylvania
DOI: 10.1177/00220574251343913
ISSN: 0022-0574
Abstract: Exclusionary school discipline practices, such as suspension and expulsion, disproportionately affect students of color and those from lower socioeconomic backgrounds, perpetuating racial and socioeconomic inequalities in educational outcomes. Despite evidence highlighting the ineffectiveness and harm caused by these practices, many schools continue to rely on them as responses to student misbehavior. This study investigates these disparities in high school discipline through the lens of social disorganization theory, examining how neighborhood and school characteristics shape disciplinary actions. Data from the Pennsylvania Department of Education and AreaVibes were analyzed using multiple regression and ANOVA. Results indicate that schools with at least 50% minority students use exclusionary discipline more frequently. Higher attendance rates, advanced placement courses, and better academic scores correlate with fewer disciplinary actions. The findings highlight the need to address implicit bias, systemic inequalities in discipline, and community engagement to create equitable learning environments.
Abstractor: As Provided
Notes: https://www.openicpsr.org/openicpsr/project/196441/version/V1/view
Entry Date: 2026
Accession Number: EJ1492002
Database: ERIC
FullText Text:
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  Data: Assessing the Odds of Exclusionary Discipline: An Exploration of the Racial, Socioeconomic, and Spatial Disparities in High School Discipline
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  Data: <searchLink fieldCode="AR" term="%22Jacob-Paul+C%2E+Taylor%22">Jacob-Paul C. Taylor</searchLink><br /><searchLink fieldCode="AR" term="%22Malgorzata+J%2E+Zuber%22">Malgorzata J. Zuber</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5954-0149">0000-0001-5954-0149</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+S%2E+Shoup%22">David S. Shoup</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education%22"><i>Journal of Education</i></searchLink>. 2026 206(1):46-59.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Expulsion%22">Expulsion</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Neighborhoods%22">Neighborhoods</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Crime%22">Crime</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Placement+Programs%22">Advanced Placement Programs</searchLink><br /><searchLink fieldCode="DE" term="%22School+Demography%22">School Demography</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Composition%22">Racial Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Influence%22">Community Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Influences%22">Socioeconomic Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink>
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  Data: 10.1177/00220574251343913
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  Data: 0022-0574
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Exclusionary school discipline practices, such as suspension and expulsion, disproportionately affect students of color and those from lower socioeconomic backgrounds, perpetuating racial and socioeconomic inequalities in educational outcomes. Despite evidence highlighting the ineffectiveness and harm caused by these practices, many schools continue to rely on them as responses to student misbehavior. This study investigates these disparities in high school discipline through the lens of social disorganization theory, examining how neighborhood and school characteristics shape disciplinary actions. Data from the Pennsylvania Department of Education and AreaVibes were analyzed using multiple regression and ANOVA. Results indicate that schools with at least 50% minority students use exclusionary discipline more frequently. Higher attendance rates, advanced placement courses, and better academic scores correlate with fewer disciplinary actions. The findings highlight the need to address implicit bias, systemic inequalities in discipline, and community engagement to create equitable learning environments.
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  Data: https://www.openicpsr.org/openicpsr/project/196441/version/V1/view
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1492002
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492002
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        Value: 10.1177/00220574251343913
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      – Text: English
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        PageCount: 14
        StartPage: 46
    Subjects:
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Suspension
        Type: general
      – SubjectFull: Expulsion
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Race
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Neighborhoods
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Attendance
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      – SubjectFull: Crime
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      – SubjectFull: Advanced Placement Programs
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      – SubjectFull: School Demography
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      – SubjectFull: Racial Composition
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      – SubjectFull: Community Influence
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      – SubjectFull: Socioeconomic Influences
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Pennsylvania
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    Titles:
      – TitleFull: Assessing the Odds of Exclusionary Discipline: An Exploration of the Racial, Socioeconomic, and Spatial Disparities in High School Discipline
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