"Value in diversity": School racial and ethnic composition, teacher diversity, and school punishment.

American schools have become increasingly punitive and characterized by racial and ethnic disparities in punishment outcomes. Scholarship on the causes and consequences of this shift has highlighted the potential salience of school context. The current study extends this work by exploring the potential effect of an underexplored factor, teacher diversity, on suspension disparities. To date, explorations of the role of teacher diversity have been limited to its impact on academic outcomes, teacher perceptions, and behavioral outcomes. The current study fills a void in the existing literature by examining (1) whether greater teacher diversity is associated with reductions in racial and ethnic suspension disparities and (2) whether greater teacher diversity interacts with the size of the racial and ethnic student population to influence suspension disparities. This study contributes to the existing literature by extending the "value in diversity" perspective to the school setting. Additionally, the findings suggest that racial and ethnic diversity in positions of authority in the school setting fosters a more equitable approach to the administration of student punishment.

Routine inequality: violent victimization at the intersection of race and ethnicity among females.

Criminological research has clearly demonstrated that the risk of violent victimization varies across gender. More complex are the differences across race and ethnicity within gender groups. Past studies have established that victimization rates among Black females exceed those of White and Latina females. Although this pattern has been established, the reason for these differences between females must continue to be explored. We draw on situational and contextual features of routine activities and lifestyle theories to examine their use in accounting for these variations across race and ethnicity among females. The results indicate that the divergent impact of routine activities and lifestyle measures on females' risks for violent victimization. For example, some situational (e.g., riding public transportation) and contextual (e.g., residential stability) measures increased the risks of violent victimization among females of color but decreased among White females. The implications of these findings and areas of consideration for further research are discussed.