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Cited by 269Education Discipline and InequalityRacial and Ethnic Identity ResearchCritical Race Theory in Education

The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.

Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias

Open access
Riddle, Travis, Sinclair, Stacey·2019·Proceedings of the National Academy of Sciences
DOI 10.1073/pnas.1808307116PMC PMC6486724
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Abstract

There are substantial gaps in educational outcomes between black and white students in the United States. Recently, increased attention has focused on differences in the rates at which black and white students are disciplined, finding that black students are more likely to be seen as problematic and more likely to be punished than white students are for the same offense. Although these disparities suggest that racial biases are a contributor, no previous research has shown associations with psychological measurements of bias and disciplinary outcomes. We show that county-level estimates of racial bias, as measured using data from approximately 1.6 million visitors to the Project Implicit website, are associated with racial disciplinary disparities across approximately 96,000 schools in the United States, covering around 32 million white and black students. These associations do not extend to sexuality biases, showing the specificity of the effect. These findings suggest that acknowledging that racial biases and racial disparities in education go hand-in-hand may be an important step in resolving both of these social ills.

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Research works printed but not linked: 2

  1. ; US Department of Education 2015–2016 Civil Rights Data Collection Public-Use Data File User’s Manual (US Department of Education Office for Civil Rights, Washington, DC, 2018).
  2. ; NationalCenter for Education Statistics 2013–2014 Civil Rights Data Collection Survey (National Center for Education Statistics, US Department of Education, Washington, DC, 2014).

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Metadata

Authors
Riddle, T., & Sinclair, S.
Affiliations
Princeton University (US)
Corresponding author
Riddle, Travis
ORCID
Venue
Proceedings of the National Academy of Sciences
Publisher
National Academy of Sciences
Published
2019-04-02
Volume
116
Issue
17
Pages
8255-8260
ISSN
  • 0027-8424 (ISSN-L)
  • 1091-6490
DOI
10.1073/pnas.1808307116
PMC
PMC6486724
OpenAlex
W2927143278
Cited by
269
References
35
Citations by year
2026: 19 · 2025: 35 · 2024: 30 · 2023: 47 · 2022: 66 · 2021: 46 · 2020: 23 · 2019: 3
FWCI
92.98
Type
journal article
Language
en
Open access
Licence
www.pnas.org/site/aboutpnas/licenses.xhtml (vor, 183 d)
Locations
  • Proceedings of the National Academy of Sciences (publishedVersion)
  • Europe PMC (PubMed Central) (publishedVersion)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
Funders
Princeton University
Topics
  • Social Sciences › Education › Education Discipline and Inequality
  • Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords
racial bias, implicit bias, Project Implicit, Black students, white students, educational inequality, student discipline
MeSH terms
Adolescent, Black or African American, Child, Educational Status, Humans, Schools, Socioeconomic Factors, Students, United States, Models, Statistical, White People, Racism

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