{"id":4110,"date":"2023-04-18T10:33:45","date_gmt":"2023-04-18T14:33:45","guid":{"rendered":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/?p=4110"},"modified":"2023-04-19T11:34:43","modified_gmt":"2023-04-19T15:34:43","slug":"anti-black-and-patriarchal-realities-of-school-discipline","status":"publish","type":"post","link":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/","title":{"rendered":"Anti-Black and Patriarchal Realities of School Discipline"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

Black children are disproportionately subject to school discipline in the United States (Crenshaw 2015; Entwisle 2007; Farkas 1990; Onyeka-Crawford 2017; Owens 2016; Skiba 2014). Although the disproportionate discipline of Black boys has generated much scholarship (Losen 2010; Raffaele Mendez 2003; Owens 2016), less attention has been paid to the disproportionate discipline of Black girls (Crenshaw 2015:26). Disciplinary responses are informed by stereotypes (Morris, M 2012:4), and analyzing anti-black and patriarchal stereotypes positions Black girls at the brunt of school discipline (Crenshaw 2015:46).<\/p>\n\n\n\n

Anti-Black and Patriarchal Patterns of Discipline<\/strong><\/h5>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Black children face some sort of school discipline, such as suspension, more often than children of other races (Losen 2010:2; Raffaele Mendez 2003:30). Black students are more than three times as likely to be suspended than their white counterparts. From 1973 to 2006 the suspension rate gap between white and Black students grew by ten percentage points (Losen 2010:3).<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

While Black boys face discipline most often, in relation to girls of other races, Black girls are more commonly disciplined (Crenshaw 2015, Morris 2017; Onyeka-Crawford 2017). Black boys are twice as likely to face disciplinary responses compared to their white counterparts, while Black girls are three times as likely (Morris 2017:143). Therefore Black girls have a higher relative risk for suspension compared to white girls than Black boys as compared to white boys.\u00a0The high rates of discipline Black girls face from educators raises questions about how both gender and race contribute to such disparate outcomes (Crenshaw 2015:19).<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
Educators\u2019 Stereotypes Shaping Discipline<\/strong><\/h5>\n\n\n\n

Educators\u2019 implicit biases and stereotypes inform the disciplinary response they mete out to Black boys and Black girls (Morris, M 2012:4). Discipline disparities are due to educators\u2019 implicit bias in decisions to refer a student for disciplinary action and administrators\u2019 subsequent decisions to carry out referrals (Amos 2021). <\/p>\n\n\n\n

\n

“Teacher reports of discipline issues […] arise from a cycle of negative interactions that are influenced by negative social stereotypes between teachers and students.”<\/strong><\/p>\n(De witte 2019)<\/cite><\/blockquote>\n\n\n\n

Studies suggest that behavioral difficulties with self regulation, attention span, and social competence cause Black boys to face more discipline (Owens 2016:237). However, considering race and gender suggests that the aforementioned \u201cbehavioral difficulties\u201d reflect educators\u2019 stereotypes of Black boys. Although stereotypes about Black boys and the disproportionate discipline they face is well researched, less research investigates discriminatory disciplining of Black girls (George 2015; Morris, M 2017).<\/p>\n\n\n\n

Stereotypes of Black girls are rooted in the United States\u2019 history of slavery, and have long been used to justify the sexual abuse and exploitation of African American women (George 2015:107). White stereotypes of African American women as sexually available and promiscuous and of white women as sexually pure and moral places African American women below white women in a white patriarchal hierarchy (George 2015). Today educators\u2019 unconscious stereotypes of Black girls as loud, confrontational, disruptive, and aggressive (George 2015:101) reinforces this racial and patriarchal hierarchy. Punishing Black girls for violating white feminine ideals augments educators\u2019 disproportionate discipline of African American girls (George 2015:108-109; Onyeka Crawford 2017:3).<\/p>\n\n\n\n

Beyond The Classroom<\/strong><\/h5>\n\n\n\n

When researching who disciplinary systems impact, studies often fail to consider the historical, institutional, and social implications that Black girls face (Crenshaw 2015:16). Failing to acknowledge how Black girls are uniquely impacted by school discipline fuels the school-to-prison pipeline (George 2015:104). The school-to-prison pipeline refers to the school practices (conditions and consciousness) that criminalize students of color in the United States, and how this criminalization leads to the incarceration of youth (Morris M.2012:2). African American girls are the fastest-growing segment of the juvenile justice system (Crenshaw 2015:8; George 2015:104). Facing suspensions or other forms of school discipline affects Black girls\u2019 time in the classroom, heightens drop-out rates, increases their interactions with the juvenile justice system, and fosters long term economic consequences (Crenshaw 2015:27; George 2015:105). Individual instances of misbehavior cannot be at the root of school discipline when Black students are disproportionately targeted by educators\u2019 stereotypes.<\/p>\n\n\n\n

Sources<\/strong><\/h6>\n\n\n\n

Amos, Lauren. 2021. \u201cEliminating School Discipline Disparities: What We Know and Don\u2019t Know About the Effectiveness of Alternatives to Suspension and Expulsion.\u201d Mathematica, <\/em>Retrieved April 11, 2023. (https:\/\/www.mathematica.org\/blogs\/eliminating-school-discipline-disparities-what-we-know-and-dont-know-about-the-effectiveness#:~:text=Discipline%20disparities%20are%20driven%20by,in%20response%20to%20those%20referrals<\/a>.)<\/p>\n\n\n\n

Camera, Lauren. 2016. \u201cBoys Bear the Brunt of School Discipline.\u201d U.S. News<\/em>, Retrieved February 26, 2023. (https:\/\/www.usnews.com\/news\/articles\/2016-06-22\/boys-bear-the-brunt-of-school-discipline<\/a>)<\/p>\n\n\n\n

Camera, Lauren. 2017. \u201cBlack Girls Are Twice as Likely to Be Suspended, In Every State.\u201d U.S. News<\/em>, Retrieved February 26, 2023. (https:\/\/www.usnews.com\/news\/education-news\/articles\/2017-05-09\/black-girls-are-twice-as-likely-to-be-suspended-in-every-state<\/a>)<\/p>\n\n\n\n

Crenshaw, Kimberl\u00e9 W., Ocen, Priscilla, and Jyoti Nanda. 2015. \u201cBlack Girls Matter: Pushed Out, Overpoliced, and Underprotected.\u201d African American Policy Forum <\/em>1-49. Retrieved February 27, 2023 (https:\/\/44bbdc6e-01a4-4a9a-88bc-731c6524888e.filesusr.com\/ugd\/b77e03_e92d6e80f7034f30bf843ea7068f52d6.pdf<\/a>)<\/p>\n\n\n\n

De Witte, Melissa. 2019. \u201cStanford scholars develop interventions to reduce disparities in school discipline and support belonging among negatively stereotyped boys.\u201d Stanford University News<\/em>, Retrieved April 09, 2023 (https:\/\/news.stanford.edu\/2019\/04\/03\/reduce-racial-disparities-school-discipline\/<\/a>).<\/p>\n\n\n\n

Entwisle, Doris R., Karl L. Alexander, and Linda S. Olson. 2007. \u201cEarly Schooling: The Handicap of Being Poor and Male.\u201d Sociology and Education<\/em> 80(2):114-138. https:\/\/www.jstor.org\/stable\/20452700<\/a> <\/p>\n\n\n\n

Farkas, George, Robert P. Grobe, Daniel Sheehan, and Yuan Shuan. 1990. \u201cCultural Resources and School Success: Gender, Ethnicity, and Poverty Groups within an Urban School District.\u201d American Sociological Review<\/em> 55(1):127-42. https:\/\/www.jstor.org\/stable\/pdf\/2095708.pdf<\/a> <\/p>\n\n\n\n

George, Janel A. 2015. \u201cStereotype and School Pushout: Race, Gender, and Discipline Disparities.\u201d University of Arkansas Law Review.<\/em> 68(101):102-129. https:\/\/law.uark.edu\/alr\/PDFs\/68-1\/alr-68-1-101-129George.pdf<\/a> <\/p>\n\n\n\n

Green, Erica L., Mark Walker, and Eliza Shapiro. 2020. \u201c\u2018A Battle for the Souls of Black Girls.\u201d The New York Times<\/em>, Retrieved April 09, 2023. https:\/\/www.nytimes.com\/2020\/10\/01\/us\/politics\/black-girls-school-discipline.html?auth=login-google1tap&login=google1tap<\/a> <\/p>\n\n\n\n

Losen, Daniel J., and Russell J. Skiba. 2010. Suspended Education: Urban Middle Schools in Crisis<\/em>. Montgomery, Alabama: Southern Poverty Law Center. Accessed February 17, 2023. https:\/\/civilrightsproject.ucla.edu\/research\/k-12-education\/school-discipline\/suspended-education-urban-middle-schools-in-crisis\/Suspended-Education_FINAL-2.pdf<\/a> <\/p>\n\n\n\n

Morris, Edward W., and Brea L. Perry. 2017. \u201cGirls Behaving Badly? Race, Gender, and Subjective Evaluation in the Discipline of African American Girls.\u201d American Sociological Association<\/em> 90(2):127-48. https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/0038040717694876<\/a> <\/p>\n\n\n\n

Morris, Monique W. 2012. Race, Gender and the School-to-prison Pipeline<\/em>. New York, NY: African American Policy Forum. https:\/\/schottfoundation.org\/wp-content\/uploads\/Morris-Race-Gender-and-the-School-to-Prison-Pipeline.pdf<\/a> <\/p>\n\n\n\n

Onyeka-Crawford, Adaku., Kayla Patrick, and Neena Chaudhry. 2017. \u201cLet Her Learn: Stopping School Pushout for Girls of Color.\u201d National Women\u2019s Law Center. Retrieved February 26, 2023. https:\/\/nwlc.org\/wp-content\/uploads\/2017\/04\/final_nwlc_Gates_GirlsofColor.pdf<\/a> <\/p>\n\n\n\n

Owens, Jayanti. 2016. \u201cEarly Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States.\u201d American Sociological Association<\/em> 89(3):236-258. https:\/\/watson.brown.edu\/files\/watson\/imce\/news\/explore\/2016\/SOE_July_2016_Jayanti_Owens_Study.pdf<\/a> <\/p>\n\n\n\n

Prudence, Carter L., Russell Skiba, Mariella I. Arredondo, and Mica Pollock. 2017. \u201cYou Can\u2019t Fix What You Don\u2019t Look At: Acknowledging Race in Addressing Racial Discipline Disparities.\u201d Sage Publication: Urban Education<\/em> 52(2):207-35. https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/0042085916660350<\/a> <\/p>\n\n\n\n

Raffaele Mendez, Linda M., and Howard M. Knoff. 2003. \u201cWho Gets Suspended from School and Why: A Demographic Analysis of Schools and Disciplinary Infractions in a Large School District.\u201d Education and Treatment of Children<\/em> 26(1):30-51. https:\/\/www.jstor.org\/stable\/42900535?seq=1<\/a> <\/p>\n\n\n\n

Skiba, Russell J., Choong-Geun Chung, Megan Trachok, Timberly L. Baker, Adam Sheya, and Robin L. Hughes. 2014. \u201cParsing Disciplinary Disproportionality Contributions of Infraction, Student, and School Characteristics to Out-of-school Suspension and Expulsion.\u201d American Educational Research Journal<\/em> 51(4):640-670. https:\/\/journals.sagepub.com\/doi\/pdf\/10.3102\/0002831214541670<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Black children are disproportionately subject to school discipline in the United States (Crenshaw 2015; Entwisle 2007; Farkas 1990; Onyeka-Crawford 2017; Owens 2016; Skiba 2014). Although the disproportionate discipline of Black boys has generated much scholarship (Losen 2010; Raffaele Mendez 2003; Owens 2016), less attention has been paid to the disproportionate discipline of Black girls (Crenshaw […]<\/p>\n","protected":false},"author":208,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[184],"tags":[],"class_list":["post-4110","post","type-post","status-publish","format-standard","hentry","category-fall-2022"],"yoast_head":"\nAnti-Black and Patriarchal Realities of School Discipline - Sharing Sociology<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Anti-Black and Patriarchal Realities of School Discipline - Sharing Sociology\" \/>\n<meta property=\"og:description\" content=\"Black children are disproportionately subject to school discipline in the United States (Crenshaw 2015; Entwisle 2007; Farkas 1990; Onyeka-Crawford 2017; Owens 2016; Skiba 2014). Although the disproportionate discipline of Black boys has generated much scholarship (Losen 2010; Raffaele Mendez 2003; Owens 2016), less attention has been paid to the disproportionate discipline of Black girls (Crenshaw […]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/\" \/>\n<meta property=\"og:site_name\" content=\"Sharing Sociology\" \/>\n<meta property=\"article:published_time\" content=\"2023-04-18T14:33:45+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2023-04-19T15:34:43+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-content\/uploads\/2023\/04\/SOCFinal-SmithPhoebe-2-1024x731.jpg\" \/>\n<meta name=\"author\" content=\"Phoebe Smith\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Phoebe Smith\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"6 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/\"},\"author\":{\"name\":\"Phoebe Smith\",\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/#\\\/schema\\\/person\\\/fdfe857dde666ecf05fd6663dd1a678f\"},\"headline\":\"Anti-Black and Patriarchal Realities of School Discipline\",\"datePublished\":\"2023-04-18T14:33:45+00:00\",\"dateModified\":\"2023-04-19T15:34:43+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/\"},\"wordCount\":1228,\"image\":{\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/wp-content\\\/uploads\\\/2023\\\/04\\\/SOCFinal-SmithPhoebe-2-1024x731.jpg\",\"articleSection\":[\"Fall 2024\"],\"inLanguage\":\"en\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/\",\"url\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/\",\"name\":\"Anti-Black and Patriarchal Realities of School Discipline - Sharing Sociology\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/wp-content\\\/uploads\\\/2023\\\/04\\\/SOCFinal-SmithPhoebe-2-1024x731.jpg\",\"datePublished\":\"2023-04-18T14:33:45+00:00\",\"dateModified\":\"2023-04-19T15:34:43+00:00\",\"author\":{\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/#\\\/schema\\\/person\\\/fdfe857dde666ecf05fd6663dd1a678f\"},\"breadcrumb\":{\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/#breadcrumb\"},\"inLanguage\":\"en\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en\",\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/#primaryimage\",\"url\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/wp-content\\\/uploads\\\/2023\\\/04\\\/SOCFinal-SmithPhoebe-2.jpg\",\"contentUrl\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/wp-content\\\/uploads\\\/2023\\\/04\\\/SOCFinal-SmithPhoebe-2.jpg\",\"width\":2100,\"height\":1500},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/fall-2022\\\/anti-black-and-patriarchal-realities-of-school-discipline\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Anti-Black and Patriarchal Realities of School Discipline\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/#website\",\"url\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/\",\"name\":\"Sharing Sociology\",\"description\":\"Jaime Kucinskas, Hamilton College\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en\"},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/#\\\/schema\\\/person\\\/fdfe857dde666ecf05fd6663dd1a678f\",\"name\":\"Phoebe Smith\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en\",\"@id\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/3409b129da04ad653c28d829a9e17d7b4b96f3e6fcb73183d2c607be93ec3630?s=96&d=mm&r=g\",\"url\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/3409b129da04ad653c28d829a9e17d7b4b96f3e6fcb73183d2c607be93ec3630?s=96&d=mm&r=g\",\"contentUrl\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/3409b129da04ad653c28d829a9e17d7b4b96f3e6fcb73183d2c607be93ec3630?s=96&d=mm&r=g\",\"caption\":\"Phoebe Smith\"},\"url\":\"https:\\\/\\\/soc.hamiltonlits.org\\\/sharingsociology\\\/author\\\/pesmith\\\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Anti-Black and Patriarchal Realities of School Discipline - Sharing Sociology","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/","og_locale":"en_US","og_type":"article","og_title":"Anti-Black and Patriarchal Realities of School Discipline - Sharing Sociology","og_description":"Black children are disproportionately subject to school discipline in the United States (Crenshaw 2015; Entwisle 2007; Farkas 1990; Onyeka-Crawford 2017; Owens 2016; Skiba 2014). Although the disproportionate discipline of Black boys has generated much scholarship (Losen 2010; Raffaele Mendez 2003; Owens 2016), less attention has been paid to the disproportionate discipline of Black girls (Crenshaw […]","og_url":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/","og_site_name":"Sharing Sociology","article_published_time":"2023-04-18T14:33:45+00:00","article_modified_time":"2023-04-19T15:34:43+00:00","og_image":[{"url":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-content\/uploads\/2023\/04\/SOCFinal-SmithPhoebe-2-1024x731.jpg","type":"","width":"","height":""}],"author":"Phoebe Smith","twitter_card":"summary_large_image","twitter_misc":{"Written by":"Phoebe Smith","Est. reading time":"6 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/#article","isPartOf":{"@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/"},"author":{"name":"Phoebe Smith","@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/#\/schema\/person\/fdfe857dde666ecf05fd6663dd1a678f"},"headline":"Anti-Black and Patriarchal Realities of School Discipline","datePublished":"2023-04-18T14:33:45+00:00","dateModified":"2023-04-19T15:34:43+00:00","mainEntityOfPage":{"@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/"},"wordCount":1228,"image":{"@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/#primaryimage"},"thumbnailUrl":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-content\/uploads\/2023\/04\/SOCFinal-SmithPhoebe-2-1024x731.jpg","articleSection":["Fall 2024"],"inLanguage":"en"},{"@type":"WebPage","@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/","url":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/","name":"Anti-Black and Patriarchal Realities of School Discipline - Sharing Sociology","isPartOf":{"@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/#website"},"primaryImageOfPage":{"@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/#primaryimage"},"image":{"@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/#primaryimage"},"thumbnailUrl":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-content\/uploads\/2023\/04\/SOCFinal-SmithPhoebe-2-1024x731.jpg","datePublished":"2023-04-18T14:33:45+00:00","dateModified":"2023-04-19T15:34:43+00:00","author":{"@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/#\/schema\/person\/fdfe857dde666ecf05fd6663dd1a678f"},"breadcrumb":{"@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/#breadcrumb"},"inLanguage":"en","potentialAction":[{"@type":"ReadAction","target":["https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/"]}]},{"@type":"ImageObject","inLanguage":"en","@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/#primaryimage","url":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-content\/uploads\/2023\/04\/SOCFinal-SmithPhoebe-2.jpg","contentUrl":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-content\/uploads\/2023\/04\/SOCFinal-SmithPhoebe-2.jpg","width":2100,"height":1500},{"@type":"BreadcrumbList","@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/fall-2022\/anti-black-and-patriarchal-realities-of-school-discipline\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/"},{"@type":"ListItem","position":2,"name":"Anti-Black and Patriarchal Realities of School Discipline"}]},{"@type":"WebSite","@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/#website","url":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/","name":"Sharing Sociology","description":"Jaime Kucinskas, Hamilton College","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en"},{"@type":"Person","@id":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/#\/schema\/person\/fdfe857dde666ecf05fd6663dd1a678f","name":"Phoebe Smith","image":{"@type":"ImageObject","inLanguage":"en","@id":"https:\/\/secure.gravatar.com\/avatar\/3409b129da04ad653c28d829a9e17d7b4b96f3e6fcb73183d2c607be93ec3630?s=96&d=mm&r=g","url":"https:\/\/secure.gravatar.com\/avatar\/3409b129da04ad653c28d829a9e17d7b4b96f3e6fcb73183d2c607be93ec3630?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/3409b129da04ad653c28d829a9e17d7b4b96f3e6fcb73183d2c607be93ec3630?s=96&d=mm&r=g","caption":"Phoebe Smith"},"url":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/author\/pesmith\/"}]}},"_links":{"self":[{"href":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-json\/wp\/v2\/posts\/4110","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-json\/wp\/v2\/users\/208"}],"replies":[{"embeddable":true,"href":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-json\/wp\/v2\/comments?post=4110"}],"version-history":[{"count":0,"href":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-json\/wp\/v2\/posts\/4110\/revisions"}],"wp:attachment":[{"href":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-json\/wp\/v2\/media?parent=4110"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-json\/wp\/v2\/categories?post=4110"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/soc.hamiltonlits.org\/sharingsociology\/wp-json\/wp\/v2\/tags?post=4110"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}