The purpose of this study was to examine whether school discipline sanctions issued to female students are attributed to their racial background and developmental status and if this relation differs by teacher’s racial/ethnic background and discipline philosophy. Drawing from a sample of 515 practicing educators from the United States, an experimental design was employed to examine if teacher’s discipline decision-making differed by student’s race, student’s developmental status, and teacher’s racial/ethnic background and discipline philosophy. Results suggest that teacher’s racial/ethnic background and discipline philosophy were the most salient predictors of discipline severity. Implications for future research on school discipline and Black girls are discussed.

本研究的目的是检查学校对女学生的纪律处分是否归因于她们的种族背景和发展状况，以及这种关系是否因教师的种族/民族背景和纪律理念而异。从美国 515 名在职教育工作者中抽取样本，采用实验设计来检验教师的学科决策是否因学生的种族、学生的发展状况以及教师的种族/民族背景和学科理念而异。结果表明，教师的种族/民族背景和纪律理念是纪律严重程度最显着的预测因素。讨论了对学校纪律和黑人女孩未来研究的影响。