A Comparison of Suspension Rates of Secondary Handicapped Students By Race, Gender, Handicap and School Level.

Abstract

This study examined the variables and relationships associated with the suspension of mainstreamed mildly, handicapped, emotionally disturbed, mentally retarded, and learning disabled secondary students in a small, midwestern school district. Two basic questions guided this inquiry. First, were students disproportionately suspended from school based upon personal characteristics such as race, handicap, junior or senior high placement? Second, once these students were suspended, what effects did these personal characteristics have in determining the duration or degree of severity of the consequent disciplinary action. Data collected and supplied by the Project on Fair Administration of Student Discipline (PFASD) was subjected to a secondary analysis treatment to answer these and other research questions, and additionally identify those personal characteristics which might have been factors in the suspension rates of this sample. The major findings indicated that (1) Hispanic and African-American, mildly handicapped male senior high students were disproportionately suspended; (2) gender and school level were statistically significant when compared to disciplinary action. Males dominated suspension categories and norm violation in senior high which resulted in more frequent and severe disciplinary actions; (3) personal characteristics including handicap/non-handicap status of the norm violations was significant in the interactions between personal characteristics and the severity of an offense; (4) a highly significant relationship was found to exist between personal characteristics, the severity of an offense, and disciplinary action. The major recommendations note that (1) additional research that controls for individual, and institutional racist, handicappist, sexist, attitudes, theories, and practices, both by researchers and the institutions they study should be initiated; and (2) that research be problem solving and action oriented. The study points out that fifteen years of progress in improving the institutional climate and response to norm violators and violations is in serious danger of being eroded.