@article{ref1,
title="To educate or to incarcerate: factors in disproportionality in school discipline",
journal="Children and youth services review",
year="2016",
author="Mizel, Matthew L. and Miles, Jeremy N. V. and Pedersen, Eric R. and Tucker, Joan S. and Ewing, Brett A. and D'Amico, Elizabeth J.",
volume="70",
number="",
pages="102-111",
abstract="The school-to-prison pipeline describes the process by which school suspension/expulsion may push adolescents into the justice system disproportionately based on race/ethnicity, socioeconomic status, and gender. The current study moves the field forward by analyzing a survey of a diverse sample of 2539 students in 10th to 12th grade in Southern California to examine how demographic, individual, and family factors contribute to disparities in office referral and suspension/expulsion. African Americans, boys, and students whose parents had less education were more likely to be suspended/expelled. Higher levels of student academic preparation for class, hours spent on homework, and academic aspiration were associated with less school discipline. <br><br>FINDINGS suggest that helping students engage in school may be protective against disproportionate school discipline.  Keywords: Social Transition<p /> <p>Language: en</p>",
language="en",
issn="0190-7409",
doi="10.1016/j.childyouth.2016.09.009",
url="http://dx.doi.org/10.1016/j.childyouth.2016.09.009"
}