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Race, Gender, and Disability and the Risk for Juvenile Justice Contact

NCJ Number
Journal of Special Education Volume: 53 Issue: 4 Dated: 2020 Pages: 226-235
Martin Mendoza; Jamilia J. Blake; Miner P Marchbanks III; Kelsey Ragan
Date Published
10 pages
Since research has demonstrated support for links between exclusionary school discipline (suspension) and negative outcomes such as school dropout and juvenile justice involvement, the current study examined the intersections of race, gender, and disability in explaining the risk for juvenile justice contact, using a state database that represents a sample of adolescent students.
Controlling for individual, school, and community characteristics associated with juvenile justice contact, such as race/ethnicity, previous years’ discipline rate, student retention from previous year, primary disability, whether the campus is a Title I school, and student body size and diversity, results suggest that disproportionality is prevalent when examining juvenile justice contacts, but the relationship among race, gender, disability, and discipline is complicated. Implications for understanding juvenile justice contact outcomes and future research for advancing the field are discussed. 69 references (publisher abstract modified)