School Pushout: The Role of Supportive Strategies Versus Punitive Practices for LGBT Youth of Color.
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| Title: | School Pushout: The Role of Supportive Strategies Versus Punitive Practices for LGBT Youth of Color. |
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| Authors: | Snapp, Shannon D. (AUTHOR), Day, Jack K. (AUTHOR), Russell, Stephen. T. (AUTHOR) |
| Source: | Journal of Research on Adolescence (Wiley-Blackwell). Dec2022, Vol. 32 Issue 4, p1470-1483. 14p. |
| Subjects: | LGBTQ+ youth, White youth, At-risk youth, Sexual orientation, Race, Gender identity, LGBTQ+ people |
| Abstract: | Recently, schools have focused on supportive (e.g., behavioral supports) rather than punitive (e.g., suspension) strategies to reduce school pushout among marginalized youth. We examined the association between suspension and discipline practices for students with intersecting identities (e.g., LGBT youth of color). We used teacher and student data from 1,091 schools that participated in the California School Climate and California Healthy Kids Surveys. Relative to White LGBT youth, LGBT youth of color were at higher risk of being suspended, and youth were differentially affected by punitive policies depending on their race, sexual orientation, and/or gender identity. While supportive strategies were associated with lower risk of suspension, punitive practices were associated with higher risk of suspension, especially for LGBT youth of color. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research on Adolescence (Wiley-Blackwell) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Recently, schools have focused on supportive (e.g., behavioral supports) rather than punitive (e.g., suspension) strategies to reduce school pushout among marginalized youth. We examined the association between suspension and discipline practices for students with intersecting identities (e.g., LGBT youth of color). We used teacher and student data from 1,091 schools that participated in the California School Climate and California Healthy Kids Surveys. Relative to White LGBT youth, LGBT youth of color were at higher risk of being suspended, and youth were differentially affected by punitive policies depending on their race, sexual orientation, and/or gender identity. While supportive strategies were associated with lower risk of suspension, punitive practices were associated with higher risk of suspension, especially for LGBT youth of color. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10508392 |
| DOI: | 10.1111/jora.12720 |
