ABSTRACT
Racial and ethnic disparities in use of exclusionary discipline are pervasive in our schools (American Psychological Association [APA], 2008). Since the Children’s Defense Fund (1975) reported rates of school suspension for Black1 students that exceeded White students 40 years ago, the overrepresentation of students of color has been highly consistent over time (Losen, Hodson, Keith III, Morrison, & Belway, 2015). Such overrepresentation has been documented in many exclusionary discipline practices including office disciplinary referrals, out-of-school suspensions, expulsions, and corporal punishment (APA, 2008).
