Restorative Practices and Disproportionate Discipline of Black Girls: An Intersectional and Ecological Analysis

Abstract

This mixed-methods study examines the disproportionate discipline of Black girls attending a U.S. high school implementing restorative justice practices. Grounded in ecological systems theory and intersectionality, this study presents overall and within-gender disciplinary outcomes, with qualitative data providing context for these trends. Quantitative analyses, including a relative risk index and Pearson’s chi-square tests, confirm significant overall and within-gender disparities in disciplinary outcomes. Qualitative findings reveal inconsistent discipline practices and classroom management challenges as pathways to inequity, exacerbated by subjective enforcement and punitive measures. The study underscores the need for consistent, equitable application of restorative practices and intentional relationship-building to address the complex interplay of race, gender, and discipline. We posit that school social workers can play a pivotal role in developing intersectional tier-2 restorative practices that center the lived experiences of Black girls to reduce inequitable school discipline outcomes