@article{ref1,
title="Authoritative school climate and suspension rates in middle schools: implications for reducing the racial disparity in school discipline",
journal="Journal of school violence",
year="2018",
author="Heilbrun, Anna and Cornell, Dewey and Konold, Timothy",
volume="17",
number="3",
pages="324-338",
abstract="The overuse of school suspensions has been linked to a host of negative outcomes, including racial disparities in discipline. School climate initiatives have shown promise in reducing these disparities. The present study used the Authoritative School Climate Survey--which measures disciplinary structure and student support as key measures of school climate--to investigate an association between teacher and student perceptions of school climate and suspension rates in a statewide sample of middle schools. Regression analyses controlling for school-level poverty and school size found that elements of authoritative climate, particularly structure, distinguish high- and low-suspending schools. Schools with high levels of student- and teacher-reported structure had lower overall suspension rates and a lower gap between Black and White suspension rates. These findings can be used to guide school climate initiatives to reduce racial disparities in school discipline.<p /> <p>Language: en</p>",
language="en",
issn="1538-8220",
doi="10.1080/15388220.2017.1368395",
url="http://dx.doi.org/10.1080/15388220.2017.1368395"
}