An Investigation of the Representation of Black, Hispanic, and White Female Students in Exclusionary Discipline Outcomes at the Middle School Level in a Virginia School Division

Abstract

This dissertation examines whether exclusionary discipline outcomes for Black, Hispanic, and White female middle school students in a Virginia school division are proportional to their enrollment. The purpose of this quantitative study was to assess potential disparities in out-of-school suspensions, providing a clearer understanding of how disciplinary actions align with enrollment proportions. Grounded in discipline theory and informed by literature on zero- tolerance policies, the school-to-prison pipeline, and systemic inequities, the study employed a causal-comparative design using secondary data from the division's data warehouse. Descriptive statistics summarized enrollment and suspension patterns, while two-proportion Z-tests determined whether statistically significant differences existed among groups. Effect sizes were also calculated to measure the magnitude of disparities. Findings revealed that Black female students were significantly overrepresented in exclusionary discipline outcomes, while Hispanic female students were moderately overrepresented compared to White female students. In contrast, White female students were underrepresented relative to their enrollment. These results indicate there are racial disparities in exclusionary discipline outcomes at the middle school level in this one school division, providing evidence for the need for more equitable disciplinary practices.