Oppressive Pushout: Examining Differences in Discipline and “Dropout” by Race, Gender, and Sexual Orientation

Authors

Danielle N. Aguilar, University of Colorado, BoulderFollow
Taylor Lewis, University of MichiganFollow
Jude Paul Matias Dizon, California State University, StanislausFollow
Pearl Lo, University of Maryland, College ParkFollow
Ángel González, California State University, FresnoFollow
Jason C. Garvey, University of VermontFollow
Mario I. Suárez, Utah State UniversityFollow

Abstract

Drawing on well-established insights, our study adds nuance to the discussion regarding school pushout practices by centering race, sexual orientation and gender beyond the binary. By way of descriptive and inferential statistics using the High School Longitudinal Study (HSLS:09), our article seeks to disrupt the cisheteronormative discussion regarding exclusionary school discipline and institutionally inflicted pushout that impacts the educational trajectories and opportunities of queer and trans Black, Indigenous, students of color (QT BIPOC). Results from our chi-square analyses revealed significant differences in rates of cutting/skipping class, in-school suspension, suspension or expulsion, and dropping out across our four groups: QT BIPOC students, cis-heterosexual BIPOC students, QT white students, and cis-heteterosexual white students. Although effect sizes for these results were weak per phi-values, they are nonetheless meaningful in practice and policy formation.

Methodological Approach

Quantitative

DOI

https://doi.org/10.60808/rgg7-9760

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Recommended Citation

Aguilar, D. N., Lewis, T., Dizon, J., Lo, P., González, Á., Garvey, J. C., & Suárez, M. I. (2024). Oppressive Pushout: Examining Differences in Discipline and “Dropout” by Race, Gender, and Sexual Orientation. Journal of Queer and Trans Studies in Education, 1(1). https://doi.org/10.60808/rgg7-9760