Interrupting Inequitable Discipline Practices

Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: [email protected]; Web site: http://www.caddogap.com

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6

School Safety; School Culture; Discipline; School Policy; Student Needs; Student Behavior; Minority Group Students; Disproportionate Representation; Educational Environment; Social Justice; Suspension; Racial Bias; Social Bias; School Districts; Administrator Role; Board of Education Role; Teacher Role; Family Involvement

1068-3844

Safety and school culture are both reinforced through a school's disciplinary system. However, when disciplinary action is decided, it would be remiss to assume that the choices made are always objective. A wide range of student needs and behaviors may present themselves in any given school classroom, and at times, the student or family perspective may conflict with the understanding of school staff or administrators. Nationally and statewide, this conflict is revealed in suspension data which show disproportionate penalties for children of color. A learning environment cannot be called equitable or truly multicultural when children of color are ejected from the classroom on a consistent basis. Moreover, the data are uncovering practices that conflict with California's constitutional guarantees to education for all. The author maintains that the mind set change necessary to heal this wound will require more than just a one-time professional development or documented vocabulary change. School districts should approach this problem with the willingness to act now and dig deep and, with time and resources, to thoughtfully address adjustment that is long overdue. Possible solutions are outlined.

ERIC

2020

EJ1250198