Disproportionate School Disciplinary Responses: An Exploration of Prisonization and Minority Threat Hypothesis Among Black, Hispanic, and Native American Students
Author ORCID Identifier
Armstrong - https://orcid.org/0000-0001-6003-0031
Mitchell - https://orcid.org/0000-0002-9275-893X
Criminal Justice Policy Review
This research tests two potential explanations of school disciplinary responses: minority threat hypothesis and prisonization of schools. Data from the Arizona Safe and Drug-Free Schools (SDFS) survey and Arizona Youth Survey (AYS) are analyzed using ordinary least squares (OLS) regressions. Findings demonstrate that the percentage of Black, Hispanic, and Native American students was not associated with exclusionary responses to school misconduct, but was linked to decreases in mild and restorative disciplinary practices. Findings support the hypothesis that minority threat reduces access to mild and restorative disciplinary responses. Although, further research is needed on the roles of mental health professionals and counselors in school disciplinary procedures to better guide policy and school administrator expectations.
Mitchell, M.M., Armstrong, G., & Armstrong, T. (2018). Disproportionate school disciplinary responses: An exploration of prisonization and minority threat hypothesis among Black, Hispanic, and Native American Students. Criminal Justice Policy Review, 31(1), 80-102. https://doi.org/10.1177/0887403418813672
This is an Accepted Manuscript of an article published by Sage in Criminal Justice Policy Review on November 27, 2018, available online: https://doi.org/10.1177/0887403418813672
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