[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591324-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591324-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","racialized-early-grade-misbehavior-the-links-between-same-raceethnicity-teachers-and-discipline-in-elementary-school","Racialized Early Grade (Mis)Behavior: The Links Between Same-Race/Ethnicity Teachers and Discipline in Elementary School","","Studies document persistent disparities in exclusionary discipline across racial and ethnic groups in U.S. schools. Using administrative data from Indiana for kindergarten through fifth grade, the study examines whether student–teacher race/ethnicity matching shifts disciplinary outcomes. Findings show Black students face lower suspension and expulsion rates with Black teachers, driven mainly by fewer defiance and profanity offenses. For Latinx and White students, same-race matching is not linked to suspension or expulsion, highlighting vulnerability under teacher workforce shortages.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/racialized-early-grade-misbehavior-the-links-between-same-raceethnicity-teachers-and-discipline-in-elementary-school/591324/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/racialized-early-grade-misbehavior-the-links-between-same-raceethnicity-teachers-and-discipline-in-elementary-school/591324.png","ImageObject",300,407,{"name":42,"@type":43},"eBook King","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What data and grade range are used in the study?","Question",{"text":63,"@type":64},"The study uses administrative data from Indiana covering kindergarteners through fifth graders.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does same-race/ethnicity teacher matching affect Black students’ discipline outcomes?",{"text":68,"@type":64},"When Black students study with Black teachers, suspension and expulsion rates are lower, mainly due to fewer defiance and profanity offenses.",{"name":70,"@type":61,"acceptedAnswer":71},"Does student-teacher race/ethnicity matching change suspension and expulsion for Latinx and White students?",{"text":72,"@type":64},"No. For Latinx and White students, having a teacher of the same race/ethnicity is not associated with suspension and expulsion.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591324,1792160889,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–17 DOI: 10. 1177/23328584231222185  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nRacialized Early Grade (Mis)Behavior: The Links Between Same-Race/ Ethnicity Teachers and Discipline in Elementary School  \nNaYoung Hwang  \nUniversity of New Hampshire  \nPatrick Graff  \nMark Berends  \nUniversity of Notre Dame  \nStudies persistently show disparities in exclusionary discipline across racial/ethnic groups in U.S. schools. Using administrative data from kindergarteners through fifth graders in Indiana, we examine the effects of student-teacher race/ethnicity matching on disciplinary outcomes. We find that Black students exhibit lower rates of suspension and expulsion when they study with Black teachers—driven mainly by fewer defiance and profanity offenses. By contrast, for Latinx and White students, having a teacher of the same race/ethnicity is not associated with suspension and expulsion. In light of the shortage of Black teachers in the teacher workforce, our findings underscore the vulnerability of Black students to exclusionary discipline in the early stages of schooling.  \nKeywords: race/ethnicity, school discipline, student-teacher demographic congruence  \nIntroduction  \nRacial/ethnic disparities in school disciplinary outcomes are evident in [contemporary U.S. education. While](contemporary U.S. education. While) Black students represented 15 percent of all public school students, they account for 38 percent of students who receive out-ofschool suspensions (U.S. Department of Education Office for Civil Rights, 2021) . This overrepresentation has prompted a growing concern that disciplinary practices likely contribute to educational inequality (Gregory et al., 2010; Losenet al., 2015; Morris & Perry, 2016). Exclusionary discipline, such as suspension and expulsion, is linked with unfavorable youth outcomes, including lower academic achievement and elevated risks of contact with the criminal justice system (Hwang, 2018; Mittleman, 2018; Monahan et al., 2014; Noltemeyer et al., 2015; Welsh & Little, 2018b) . Given that exclusionary discipline has the potential to trigger a downward trajectory for disciplined students, concerns regarding discipline gaps have intensified in recent years (Cruz & Firestone, 2023; Hirschfield, 2008; Mowen & Brent, 2016) .  \nImproving school discipline is an important agenda, as it influences the educational trajectories of students facing disciplinary actions and their peers (Hwang & Domina, 2021; Perry & Morris, 2014) . Existing literature offers a valuable  \nframework for comprehending disciplinary disparities, illuminating macrolevel factors—including systemic racism, antiblackness, and school climate (Carter et al., 2017; Elmesky & Marcucci, 2023) . Another line of study aims to improve our knowledge of school discipline by delving into microlevel factors—including teacher bias, student behavior, and student-teacher demographic matching (Liu et al., 2022; Rocque, 2010; Welsh & Little, 2018a; Wright et al., 2014) .  \nIn this study, we estimate the effects of student-teacher racial/ethnic matching on school disciplinary outcomes to expand the growing literature on student-teacher demographic matching (Holt & Gershenson, 2019; Kinsler, 2011; Lindsay & Hart, 2017) . Although student-teacher demographic matching is just one piece of the puzzle, it can offer valuable insights into understanding disciplinary gaps. Given the deeply rooted racial/ethnic stereotypes in U.S. culture that contribute to these disparities (Carter et al., 2017; Cruz & Firestone, 2023), having teachers of the same race/ethnicity who may more easily connect with students and serve as positive role models has the potential to improve school disciplinary outcomes (Villegas & Irvine, 2010) ","cbCaiaCzjV00YaSa","https://ap.wps.com/l/cbCaiaCzjV00YaSa","pdf",471574,17,"English","# Introduction\n# Study Purpose and Contributions","[{\"question\":\"What data and grade range are used in the study?\",\"answer\":\"The study uses administrative data from Indiana covering kindergarteners through fifth graders.\"},{\"question\":\"How does same-race/ethnicity teacher matching affect Black students’ discipline outcomes?\",\"answer\":\"When Black students study with Black teachers, suspension and expulsion rates are lower, mainly due to fewer defiance and profanity offenses.\"},{\"question\":\"Does student-teacher race/ethnicity matching change suspension and expulsion for Latinx and White students?\",\"answer\":\"No. For Latinx and White students, having a teacher of the same race/ethnicity is not associated with suspension and expulsion.\"}]","Racialized Early Grade (Mis)Behavior: The Links Between Same-Race/Ethnicity Teachers and Discipline in Elementary School | PDF",1792071598,43]