NCJ Number
194937
Journal
Journal of Youth and Adolescence Volume: 31 Issue: 3 Dated: June 2002 Pages: 185-195
Date Published
2002
Length
11 pages
Annotation
This study examined perceptions of differential treatment in school disciplinary practices in a racially and ethnically diverse sample (Black, South Asian, Asian, white, and "other" racial/ethnic background) of high school students (n=1,870).
Abstract
The sample was drawn from students in 12 10th grade classes from 11 randomly selected high schools in a school district in the Metropolitan Toronto area of Ontario, Canada. The sample was 49 percent white or of European descent, 18 percent Asian descent, 14 percent Black or African descent, and 8 percent South Asian descent. Students from "other" racial/ethnic backgrounds combined accounted for 11 percent of the sample. Participants completed questionnaires that solicited general perceptions of school disciplinary practices and various aspects of the school environment. The survey found that racial/ethnic minority students were much more likely than white students to perceive discrimination with respect to teacher treatment, school suspension, use of police by school authorities, and police treatment at school. Multivariate analyses showed that such perceptions were particularly strong for Black students. In addition, a number of other variables, such as gender, socioeconomic status, age of immigration, and views of school climate, also predicted students' perceptions of differential treatment toward members of their racial/ethnic group. Study limitations and suggestions for future research are discussed. 4 tables and 60 references