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Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions

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  • Francis L. Huang

Abstract

Black students are much more likely to be disciplined using out-of-school suspensions (OSS) compared with White students. One often-cited hypothesis, though relatively untested, is the role of misconduct and students attitudes that support deviant behavior. The differential involvement hypothesis suggests that disproportionate sanctioning may result if one group of students is engaged in greater levels of misbehavior compared with the other group. Using a national high school dataset, the author used various student-reported measures of misconduct (e.g., fighting) and 18 attitudes supporting deviant behavior (e.g., it is okay to disobey school rules) to investigate their association with receiving an OSS. Findings showed that misconduct and deviant attitudes were important factors in predicting the receipt of OSS though results indicated that Black students did not generally misbehave or endorse deviant attitudes more than White students did.

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  • Francis L. Huang, 2018. "Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(3), pages 284-294, May.
    • Handle: RePEc:taf:vjerxx:v:111:y:2018:i:3:p:284-294
    DOI: 10.1080/00220671.2016.1253538
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    Cited by:

    1. Huang, Francis L. & Cornell, Dewey, 2018. "The relationship of school climate with out-of-school suspensions," Children and Youth Services Review, Elsevier, vol. 94(C), pages 378-389.

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