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999			_c10972 _d10972
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008			201211b ||||| |||| 00| 0 eng d
100			_aAnnamma, Subini Ancy _934133
245			_aBlack Girls and School Discipline: The Complexities of Being Overrepresented and Understudied
260			_bSage, _c2019.
300			_aVol 54, Issue 2, 2019 ( 211-242 p.)
520			_aUsing Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls’ exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate analysis to determine whether these patterns held after accounting for other identity markers. Finally, we used Critical Discourse Analysis to consider whether office referrals for Black girls were for subjective or objective behaviors and whether they aligned with dominant narratives.
650			_aBlack girls, _933413
650			_a school discipline, _934134
650			_aracism, _934135
650			_aSchool-to-Prison Pipeline _934136
700			_aAnyon, Yolanda _934137
700			_aJoseph, Nicole M. _934138
700			_aFarrar, Jordan _934139
700			_a Greer, Eldridge _932230
700			_aDowning, Barbara _934140
700			_aJohn Simmons _934141
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916646610
942			_2ddc _cART