Studies persistently show disparities in exclusionary discipline across racial/ethnic groups in U.S. schools. Using administrative data from kindergarteners through fifth graders in Indiana, we examine the effects of student-teacher race/ethnicity matching on disciplinary outcomes. We find that Black students exhibit lower rates of suspension and expulsion when they study with Black teachers—driven mainly by fewer defiance and profanity offenses. By contrast, for Latinx and White students, having a teacher of the same race/ethnicity is not associated with suspension and expulsion. In light of the shortage of Black teachers in the teacher workforce, our findings underscore the vulnerability of Black students to exclusionary discipline in the early stages of schooling.

中文翻译：

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种族化的早期（错误）行为：同种族/民族教师与小学纪律之间的联系

研究持续表明，美国学校中不同种族/族裔群体的排斥性纪律存在差异。我们利用印第安纳州幼儿园到五年级学生的管理数据，研究了师生种族/族裔匹配对纪律结果的影响。我们发现，黑人学生在与黑人老师一起学习时，被停学和开除的比例较低，这主要是由于蔑视和亵渎行为较少。相比之下，对于拉丁裔和白人学生来说，拥有同一种族/族裔的老师并不意味着停学和开除。鉴于教师队伍中黑人教师的短缺，我们的研究结果强调了黑人学生在上学的早期阶段容易受到排斥性纪律的影响。