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100			_aMarcucci, Olivia _954344
245			_aParental Involvement and the Black–White Discipline Gap: _bThe Role of Parental Social and Cultural Capital in American Schools/ _cOlivia Marcucci
260			_bSage, _c2020.
300			_aVol.52, issue 1, 2020: (143-168p.)
520			_aDiscipline disproportionality is the overuse of exclusionary discipline, such as suspension and expulsion, on Black students in American schools. This study adds to the literature by examining how parental involvement affects racial disparities in disciplinary outcomes in in-school suspension and by theoretically analyzing how parents’ social and cultural capital affect student disciplinary outcomes. The study uses Hayes’s dimensions of parental involvement as potential moderators between race and exclusionary discipline: achievement values, home-based involvement, and school-based involvement. Using base year data from the Educational Longitudinal Study of 2002 (n = 15,362), a logistic regression model examines the three parental involvement dimensions as moderators of race and suspension. Two of the three dimensions significantly moderate the relationship between race and suspension. Both moderators are associated with a higher rate of discipline disproportionality. The analysis suggests that even while Black parents act as “adept managers” of capital, schools are still marginalizing the nondominant forms of capital that Black parents have.
650			_aBlack–White Discipline Gap _954345
650			_aAmerican Schools _954346
650			_aParental Involvement _954347
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519846283
942			_2ddc _cART
999			_c13461 _d13461