School Pushout: The Role of Supportive Strategies Versus Punitive Practices for LGBT Youth of Color

Shannon D. Snapp, Jack K. Day, Stephen T. Russell

Research output: Contribution to journalArticlepeer-review

Abstract

Recently, schools have focused on supportive (e.g., behavioral supports) rather than punitive (e.g., suspension) strategies to reduce school pushout among marginalized youth. We examined the association between suspension and discipline practices for students with intersecting identities (e.g., LGBT youth of color). We used teacher and student data from 1,091 schools that participated in the California School Climate and California Healthy Kids Surveys. Relative to White LGBT youth, LGBT youth of color were at higher risk of being suspended, and youth were differentially affected by punitive policies depending on their race, sexual orientation, and/or gender identity. While supportive strategies were associated with lower risk of suspension, punitive practices were associated with higher risk of suspension, especially for LGBT youth of color.

Original languageEnglish (US)
JournalJournal of Research on Adolescence
DOIs
StateAccepted/In press - 2022

ASJC Scopus subject areas

  • Cultural Studies
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)
  • Behavioral Neuroscience

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