Disciplinary outcomes and science educational opportunities both shape student outcomes, with research suggesting that non-advanced science placement via academic tracking and exclusionary discipline both have negative associations with student outcomes, especially for marginalized students. Using a Quantitative Critical Race Theory (QuantCrit) approach, we examined the relationship between in-school-suspension (ISS) and advanced science placement, doing a comparative group analysis that analyzes heterogeneity in gender racial/ethnic subgroups. We found that for most student groups, placement in non-advanced coursework was associated with higher levels of ISS attendance. Drawing on our findings, we recommend culturally responsive science education to promote equity for marginalized students who experience systems of discrimination via tracking and exclusionary discipline.
Edosomwan et al. (Mon,) studied this question.
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