Marginalized, Exceptional, and Disproportionately Disciplined: Using an Intersectional Framework to Analyze Discipline Data for Black Girls with Disabilities in an Urban District in Texas

Ample evidence exists to show that the practice of exclusionary discipline is counterproductive, yet the practice continues. Although multiple changes and attempts to overhaul national policy and guidance to promote equity have occurred over the last decade, disparities continue to exist, particularly for Black students and students with disabilities. Using data from the National Center for Education Statistics, this study examined the discipline rates of Black girls with disabilities as compared with other student groups. Students with disabilities were twice as likely to be recipients of exclusionary discipline. Black girls (with and without disabilities) were second only to Black boys in receiving exclusionary discipline. Findings suggest that despite changes in national policy, Black girls continue to be pushed out by policies that marginalize and discount their identities through multiple points of intersection. Suggestions are provided for alternatives to exclusionary discipline and future research.