Student suspension in the changing suburbs : demographic transformation and trends in exclusionary discipline in california schools

Suburban areas in the United States are undergoing a transition from largely White, affluent enclaves to racially and economically diverse communities. Public schools have experienced a resulting shift in the ethnic and cultural backgrounds among students enrolled. Simultaneously, schools nationwide have responded to increasing pressure from community and policy initiatives to address the inequitable impact of exclusionary school discipline on students of color. This study examines the link between the changing racial composition of suburban schools, and the disciplinary practices that affect racial minorities. The results suggest heterogeneity in the relationship between changing school demographics and the use of suspension based on student race and grade level. Black students in suburban elementary, middle, and high schools experienced an increase in the proportion of students suspended relative to their enrollment share over the eight-year study period. The same findings were not evident for Latinx students at any grade level. I consider the theoretical and contextual factors that may contribute to this heterogeneity in the use of exclusionary punishment. I argue that normative and political factors likely play a role in schools' disparate responses to demographic change between racial groups. The results underscore the importance of acknowledging and investigating sources of racial disparities in student outcomes, and inform suggestions for future research.