IDEAS home Printed from https://ideas.repec.org/p/cbt/econwp/22-14.html
   My bibliography  Save this paper

Predictors of School Exclusion as a Disciplinary Measure in New Zealand: A Maori, Pacific Peoples and Pakeha Comparison

Author

Listed:

Abstract

This study analysed a cohort of over 43,000 students from their first day of school in 2008 to the end of their compulsory schooling in New Zealand in 2018. Data was collected from a range of linked national datasets collated by Stats NZ, New Zealand's official data agency. Variables were categorised into demographic, socioeconomic status (SES), learning support, family climate and parental education. These categories and the variables within them were identified in a review of the school exclusion literature. Regression analysis was applied to establish which variables correlated with school exclusion. A subset of over 34,000 students was also stratified by ethnicity and analysed to ascertain if predictors of school exclusion varied by ethnicity. The ethnic groupings compared were Pakeha (the largest ethnic grouping), Maori and Pacific Peoples (two ethnic groups over-represented in school exclusion statistics). Pakeha and Maori had very similar profiles in terms of which variables identified by the literature significantly correlated with school exclusion. However, when these explanatory variables are set to zero, Maori have higher rates of exclusion than Pakeha. There are also different drivers of school exclusion between Pacific Peoples who receive English as a second language (ESOL) support and Pacific Peoples who don’t. The significant predictors of exclusion are different for these two groups of Pacific Peoples, as is the proportion of exclusions explained by the model. This research contributes to the literature by identifying predictors of school exclusion in a multicultural, international setting. It also examines how well a model based on existing literature predicts exclusion across populations with differing ethnic, SES, language and cultural characteristics.

Suggested Citation

  • Steve Agnew & Tom Coupé & Cassia-Rose Hingston, 2022. "Predictors of School Exclusion as a Disciplinary Measure in New Zealand: A Maori, Pacific Peoples and Pakeha Comparison," Working Papers in Economics 22/14, University of Canterbury, Department of Economics and Finance.
    • Handle: RePEc:cbt:econwp:22/14
    as

    Download full text from publisher

    File URL: https://repec.canterbury.ac.nz/cbt/econwp/2214.pdf
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Theriot, Matthew T. & Craun, Sarah W. & Dupper, David R., 2010. "Multilevel evaluation of factors predicting school exclusion among middle and high school students," Children and Youth Services Review, Elsevier, vol. 32(1), pages 13-19, January.
    2. Yekaterina Chzhen & Anna Gromada & Gwyther Rees & Jose Cuesta & Zlata Bruckauf & UNICEF Office of Research - Innocenti, 2018. "An Unfair Start: Inequality in Children's Education in Rich Countries," Papers inreca995, Innocenti Report Card.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Kate E Mooney & Stephanie L Prady & Mary M Barker & Kate E Pickett & Amanda H Waterman, 2021. "The association between socioeconomic disadvantage and children’s working memory abilities: A systematic review and meta-analysis," PLOS ONE, Public Library of Science, vol. 16(12), pages 1-22, December.
    2. Yang, Mi-Youn & Harmeyer, Erin & Chen, Zibei & Lofaso, Blaine Masinter, 2018. "Predictors of early elementary school suspension by gender: A longitudinal multilevel analysis," Children and Youth Services Review, Elsevier, vol. 93(C), pages 331-338.
    3. Huang, Francis L. & Cornell, Dewey G., 2017. "Student attitudes and behaviors as explanations for the Black-White suspension gap," Children and Youth Services Review, Elsevier, vol. 73(C), pages 298-308.
    4. 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.
    5. Jenkins, Melissa R. & Ansong, David & Banks, Andrae & Dangleben, Tiffany D., 2022. "Regional trends and the role of school support staff in suspensions of students with disabilities," Children and Youth Services Review, Elsevier, vol. 141(C).
    6. Hill, Susan M. & Byrne, Matthew F. & Wenden, Elizabeth & Devine, Amanda & Miller, Margaret & Quinlan, Henrietta & Cross, Donna & Eastham, Judy & Chester, Miranda, 2023. "Models of school breakfast program implementation in Western Australia and the implications for supporting disadvantaged students," Children and Youth Services Review, Elsevier, vol. 145(C).
    7. Anyon, Yolanda & Jenson, Jeffrey M. & Altschul, Inna & Farrar, Jordan & McQueen, Jeanette & Greer, Eldridge & Downing, Barbara & Simmons, John, 2014. "The persistent effect of race and the promise of alternatives to suspension in school discipline outcomes," Children and Youth Services Review, Elsevier, vol. 44(C), pages 379-386.
    8. Thomas, Casey L. & Price, Olga Acosta & Phillippi, Stephen & Wennerstrom, Ashley, 2020. "School-based health centers, academic achievement, and school discipline: A systematic review of the literature," Children and Youth Services Review, Elsevier, vol. 118(C).
    9. Welsh, Richard O. & Little, Shafiqua, 2018. "Caste and control in schools: A systematic review of the pathways, rates and correlates of exclusion due to school discipline," Children and Youth Services Review, Elsevier, vol. 94(C), pages 315-339.
    10. Cruz, Rebecca A. & Rodl, Janelle E., 2018. "Crime and punishment: An examination of school context and student characteristics that predict out-of-school suspension," Children and Youth Services Review, Elsevier, vol. 95(C), pages 226-234.
    11. Vik, Frøydis Nordgård & Nilsen, Trude & Øverby, Nina Cecilie, 2022. "Aspects of nutritional deficits and cognitive outcomes – Triangulation across time and subject domains among students and teachers in TIMSS," International Journal of Educational Development, Elsevier, vol. 89(C).
    12. Mizel, Matthew L. & Miles, Jeremy N.V. & Pedersen, Eric R. & Tucker, Joan S. & Ewing, Brett A. & D'Amico, Elizabeth J., 2016. "To educate or to incarcerate: Factors in disproportionality in school discipline," Children and Youth Services Review, Elsevier, vol. 70(C), pages 102-111.
    13. Haight, Wendy & Gibson, Priscilla A. & Kayama, Misa & Marshall, Jane M. & Wilson, Robert, 2014. "An ecological-systems inquiry into racial disproportionalities in out-of-school suspensions from youth, caregiver and educator perspectives," Children and Youth Services Review, Elsevier, vol. 46(C), pages 128-138.
    14. Tarshish, Noam, 2019. "How friendly are OECD countries towards children? Conceptualization and measuring issues," Children and Youth Services Review, Elsevier, vol. 103(C), pages 156-165.
    15. Kalu, Sandra R. & Menon, Sujeeta E. & Quinn, Camille R., 2020. "The relationship between externalizing behavior and school and familial attachments among girls from diverse backgrounds," Children and Youth Services Review, Elsevier, vol. 116(C).
    16. Hemphill, Sheryl A. & Plenty, Stephanie M. & Herrenkohl, Todd I. & Toumbourou, John W. & Catalano, Richard F., 2014. "Student and school factors associated with school suspension: A multilevel analysis of students in Victoria, Australia and Washington State, United States," Children and Youth Services Review, Elsevier, vol. 36(C), pages 187-194.
    17. Sara Valdebenito & Hannah Gaffney & Darrick Jolliffe, 2023. "PROTOCOL: School‐based interventions for reducing disciplinary school exclusion: An updated systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 19(3), September.
    18. Jabbari, Jason & Johnson, Odis, 2020. "Veering off track in U.S. high schools? Redirecting student trajectories by disrupting punishment and math course-taking tracks," Children and Youth Services Review, Elsevier, vol. 109(C).

    More about this item

    Keywords

    School Exclusion; Ethnicity; Maori; Pacific;
    All these keywords.

    NEP fields

    This paper has been announced in the following NEP Reports:

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:cbt:econwp:22/14. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Albert Yee (email available below). General contact details of provider: https://edirc.repec.org/data/decannz.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.