Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School

Habiba Ibrahim, David L. Barnes, Sheretta T. Butler-Barnes and Odis Johnson
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Habiba Ibrahim: Department of Social Work, St. Catherine University, St. Paul, MN 55105, USA
David L. Barnes: Department of Education, Washington University in St. Louis, St. Louis, MO 63130, USA
Sheretta T. Butler-Barnes: Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63130, USA
Odis Johnson: School of Education, Department of Health Policy and Management, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD 21287, USA

Social Sciences, 2021, vol. 10, issue 7, 1-11

Abstract: Black girls are more likely to receive in-school suspension (ISS) in comparison to their non-Black peers. However, research on the effect of in-school suspension on students’ academic achievement, specifically math achievement of Black girls, is still very limited. Mathematics is an important foundational component of science, technology, and engineering fields, which are domains in which Black girls are underrepresented. Using the nationally representative Educational Longitudinal Study of 2002 (ELS:2002), this study explores the relationship between in-school suspension and the highest math course completed in a multi-level analysis of 860 Black female participants from 320 high schools. Our findings revealed that in-school suspension was associated with lower mathematics course-taking. Implications for policy, practice, and research are discussed.

Keywords: black girls; math course-taking; in-school suspension; STEM; high school (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2021
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