The DOI matches its Crossref record; 85 of the 85 references it cites were found in a registry or an index.
Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied
Abstract
Using 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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color
Crenshaw, K. (1991) · Stanford Law Review · doi:10.2307/1229039 · Cited by 32,792
Designing and Conducting Mixed Methods Research
Robinson, P. (2007) · Australian and New Zealand Journal of Public Health · doi:10.1111/j.1753-6405.2007.00096.x · Cited by 23,258
Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment.
Brewer, R. M., & Collins, P. H. (1992) · Contemporary Sociology · doi:10.2307/2074808 · Cited by 19,445
Discipline and Punish: The Birth of the Prison
D'Amico, R. (1978) · Telos · doi:10.3817/0678036169 · Cited by 19,439
Discipline and Punish: The Birth of the Prison.
Tarbet, D. W., Foucault, M., & Sheridan, A. (1978) · Eighteenth-Century Studies · doi:10.2307/2737970 · Cited by 19,200
Mixed Methods Research: A Research Paradigm Whose Time Has Come
Johnson, R. B., & Onwuegbuzie, A. J. (2004) · Educational Researcher · doi:10.3102/0013189x033007014 · Cited by 11,170 · cited 2×
“…design of quantitative analysis followed by qualitative inquiry to utilize “different strategies, approaches, and methods in such a way that the resulting mixture or combination is likely to result in complementary strengths and non-overlapping weaknesses” (Johnson & Onwuegbuzie, 2004, p. 18).”
MethodFairclough, N. L. (1989) · Cited by 6,650
American Apartheid: Segregation and the Making of the Underclass.
Fernandez, R. M., Massey, D. S., & Denton, N. A. (1993) · Contemporary Sociology · doi:10.2307/2074502 · Cited by 6,193
Critical race theory: an introduction
(2013) · Choice Reviews Online · doi:10.5860/choice.50-2938 · Cited by 6,038
Toward a Conceptual Framework for Mixed-Method Evaluation Designs
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737011003255 · Cited by 5,687
Cited by
An Examination of Restorative Interventions and Racial Equity in Out-of-School Suspensions
Gregory, A., Huang, F. L., Anyon, Y., Greer, E., & Downing, B. (2018) · School Psychology Review · doi:10.17105/spr-2017-0073.v47-2 · Cited by 127
Self-citation“I’m Gonna Cook My Baby in a Pot”: Young Black Girls’ Racial Preferences and Play Behavior
Sturdivant, T. D., & Alanis, I. (2021) · Early Childhood Education Journal · doi:10.1007/s10643-020-01095-9 · Cited by 24
Metadata
- Authors
- Annamma, S. A., Anyon, Y., Joseph, N. M., Farrar, J., Greer, E., Downing, B., & Simmons, J.
- Venue
- Urban Education
- Publisher
- SAGE Publications
- Published
- 2016-05-19
- Volume
- 54
- Issue
- 2
- Pages
- 211-242
- ISSN
- 0042-0859 (ISSN-L)
- 1552-8340
- OpenAlex
- W2397052877
- Cited by
- 299
- References
- 85
- FWCI
- 35.39
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied. https://app.cochat.ai/papers/10.1177/0042085916646610
- The paper
- Annamma, S. A., Anyon, Y., Joseph, N. M., Farrar, J., Greer, E., Downing, B., & Simmons, J. (2019). Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied. Urban Education. https://doi.org/10.1177/0042085916646610
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
