The Relative Contribution of Subjective Office Referrals to Racial Disproportionality in School Discipline PDF Download
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Author: Erik James Girvan
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Objective: In order to improve our understanding of where to target interventions, the study examined the extent to which school discipline disproportionality between African American and White students was attributable to teachers' decisions regarding subjectively versus non-subjectively defined behaviors. Method: The sample consisted of office discipline referral (ODR) records for 1,154,686 students enrolled in 1,824 US schools. Analyses compared the relative contributions of disproportionality in ODRs for subjectively and objectively defined behaviors to overall disproportionality, controlling for relevant school characteristics. Results: Results showed that disproportionality in subjective ODRs explained the vast majority of variance in total disproportionality. Conclusions: These findings suggest that providing educators with strategies to neutralize the effects of implicit and other subtle forms of bias, which are known to influence ambiguous and discretionary decisions, may be a promising avenue for achieving equity in school discipline.
Author: Erik James Girvan
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Objective: In order to improve our understanding of where to target interventions, the study examined the extent to which school discipline disproportionality between African American and White students was attributable to teachers' decisions regarding subjectively versus non-subjectively defined behaviors. Method: The sample consisted of office discipline referral (ODR) records for 1,154,686 students enrolled in 1,824 US schools. Analyses compared the relative contributions of disproportionality in ODRs for subjectively and objectively defined behaviors to overall disproportionality, controlling for relevant school characteristics. Results: Results showed that disproportionality in subjective ODRs explained the vast majority of variance in total disproportionality. Conclusions: These findings suggest that providing educators with strategies to neutralize the effects of implicit and other subtle forms of bias, which are known to influence ambiguous and discretionary decisions, may be a promising avenue for achieving equity in school discipline.
Author:
Publisher: Oxford University Press
ISBN: 0190697431
Category : Law
Languages : en
Pages : 761
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Book Description
During the mid-to-late 20th Century, education law emerged as a distinct area of practice and scholarship in the United States. Attorneys began to develop specialties representing school districts, students, parents, and teachers, while law schools and colleges of education started to offer courses about the legal regulation of K-12 public schools. The statutory and common law governing schools grew rapidly, and developed in a manner that often treated public schools differently from other governmental entities. Now, law schools and colleges of education regularly offer an education law course. Many states' school administrator certificates require some familiarity with education law. The scholarly field of education law is rich and deep. Attorneys play a key role in education policy, as do state and federal legislatures and regulatory agencies. The issues range from school funding to supporting English learners; from racial equality to teachers' labor laws; from student privacy to school choice. Addressing those issues and more, The Oxford Handbook of U.S. Education Law provides a comprehensive overview of the current state of K-12 education law in the United States. A number of foundational chapters present a synthesis of general areas of law for those who seek an introduction. Dozens of other chapters build on those foundations, diving into various topics in a nuanced, yet accessible, way, creating value for those who seek to deepen or reframe their knowledge about a specific issue. Throughout the volume and especially in the last section, the authors also look to the future and thus help shape the direction of the field.
Author: John A. Williams III
Publisher: IAP
ISBN: 1648026494
Category : Education
Languages : en
Pages : 145
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Book Description
Regularly, schools and their personnel enact school disciplinary practices without considering how to harness the engagement of students, practitioners, and communities to enact transformative changes that reduce if not eliminate punitive school discipline approaches. Reimagining School Discipline for the 21st Century centralizes the assets and strengths of historically marginalized students and the professional knowledge of school personnel as possible avenues to implement solutions to eliminate school discipline disproportionality. Rather than redressing the issues of school discipline disproportionality overall, this book examines the existence of school on student groups who, according to research and national and state reports, are afflicted the most: African American, Latinx, Native American, and LGBTQ+ population. A confluence of these identities can exacerbate such disproportionality, which based on the literature decreases the academic growth of students. However, situated within these disparities are opportunities to better and critically engage students based on their cultural, racial/ethnic, and social emotional learning assets. The significant feature of this book lies in its purpose and audience reach. Each chapter was written based on the scholar’s affinity to that student group or practitioner’s affiliation to that specific profession. This provides a genuine perspective and knowledge based on first hand experiences concerning school discipline and applicable approaches to remedy such issues. Additionally, all the chapters articulate the pressing issue of school discipline according to their group, and explicates best-practices to best serve the assets of students in K-12 school settings. As this book is situated, the intended audience is for the following stakeholders, policy makers, social workers, school counselors, school administrators, teachers, and community organizers who want to make impactful and socially-just changes in their school(s) immediately.
Author: Rajni Shankar-Brown
Publisher: IAP
ISBN: 1648026109
Category : Education
Languages : en
Pages : 325
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Book Description
School districts are experiencing increasing economic, racial, ethnic, linguistic, gender and sexuality, cultural diversity across the United States and globally. With increasing diversity and persistent social inequities widening (National Center for Educational Statistics, 2019; U.S. Census Data, 2018), educational leaders face immense challenges and must actively work to build an equitable, healthy school climate. Educational leaders are critical for ensuring positive student outcomes and success, but often report feeling inadequately prepared for current challenges (Coalition for Teacher Equality, 2016; Jordan, 2012; Miller, 2013; Mitani, 2018; Papa, 2007). Unfortunately, growing challenges are contributing to high school administrator turnover rates and shortages (Gates et al., 2006; Jacob et al., 2015; Mordechay & Orfield, 2017) as well as perpetuating social inequities among preK-12 students instead of dismantling them (Beckett, 2018; Fuller, 2012; Manna, 2015; Rangel, 2018; Shankar-Brown, 2015). A research study by the National Association of Secondary School Principals (NASSP) and the Learning Policy Institute (LPI) reveals that public schools with higher percentages of low-income students and students of color are more likely to experience administrative and teacher turnover, which compounds equity issues affecting already vulnerable students (Levin and Bradley, 2019). This book provides educational leaders with a deeper understanding of equity-focused and inclusive leadership practices, while offering intersectional views on social inequalities and stark reminders of the work still ahead. Connecting theory to practice, this book offers needed encouragement and inspiration to both in-service and practicing educational leaders. Rooted in social justice and weaving together diverse voices, this edited volume systematically examines equity-focused PreK-12 and higher education leadership practices. Shankar-Brown (Ed.) calls on educational leaders to collectively rise and mindfully work together to bend the arc toward justice.
Author: Hannah Carson Baggett
Publisher: Rowman & Littlefield
ISBN: 1793601763
Category : Education
Languages : en
Pages : 227
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Book Description
The Grammar of School Discipline examines how seemingly discrete school discipline policies and practices constitute a particular grammar: Removal, Resistance and Reform. Weaving numeric data with portraits of students and school practitioners, the authors detail a nuanced landscape of school discipline in Alabama and its anti-Black foundations. The removal of Black students can be traced to the antebellum construction of Blackness as criminal, deviant, and deserving of punishment. A focus on resistance centers the agency that students and practitioners exercise despite anti-Black removal. An exploration of specific reform efforts emphasizes that even the most well-intentioned and well-organized reforms are limited when the removal of students remains an option for practitioners. The authors end with an appeal to educational stakeholders to repair the harms that these anti-Black policies and practices inflict on students and communities, and thus move towards repairing the damage that white supremacy inflicts on everyone’s humanity.
Author: Dorothy E. Hines
Publisher: IAP
ISBN: 1648024491
Category : Education
Languages : en
Pages : 321
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Book Description
Racism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education. Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education. At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.
Author: LaGarrett J. King
Publisher: IAP
ISBN: 1641138440
Category : Social Science
Languages : en
Pages : 269
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Book Description
Concerned scholars and educators, since the early 20th century, have asked questions regarding the viability of Black history in k-12 schools. Over the years, we have seen k- 12 Black history expand as an academic subject, which has altered research questions that deviate from whether Black history is important to know to what type of Black history knowledge and pedagogies should be cultivated in classrooms in order to present a more holistic understanding of the group’ s historical significance. Research around this subject has been stagnated, typically focusing on the subject’s tokenism and problematic status within education. We know little of the state of k-12 Black history education and the different perspectives that Black history encompasses. The book, Perspectives on Black Histories in Schools, brings together a diverse group of scholars who discuss how k-12 Black history is understood in education. The book’s chapters focus on the question, what is Black history, and explores that inquiry through various mediums including its foundation, curriculum, pedagogy, policy, and psychology. The book provides researchers, teacher educators, and historians an examination into how much k- 12 Black history has come and yet how long it still needed to go.
Author: Frank C. Worrell
Publisher: Cambridge University Press
ISBN: 1108245064
Category : Education
Languages : en
Pages : 961
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Book Description
Practice books are often simple 'how to' lists or straightforward 'recipes' and the practitioner still does not know why the activity is related to the outcome they seek. In essence, they lose how the specifics of the practice are related to the theory of change or the theory of how the problem developed in the first place. This leads to practitioners potentially removing crucial elements of best practice procedures when making modifications to tackle new or different problems in an unfamiliar context. By understanding the theoretical underpinnings, practitioners can better plan for adjustments because they know how the outcomes they seek are informed by the theory. Engagingly written and perfect for day-to-day use, this book translates state-of-the-art research and interdisciplinary theory into practical recommendations for those working with children and adolescents.
Author: Nicholas Yoder
Publisher: Emerald Group Publishing
ISBN: 1800434642
Category : Education
Languages : en
Pages : 280
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Book Description
Motivating the SEL Field Forward Through Equity looks for a deeper critical understanding of the role of social and emotional learning (SEL) as a lever for equitable access to the competencies and skills individuals will ultimately need to be successful in school, work, and life.
Author: H. Richard Milner IV
Publisher: Corwin Press
ISBN: 1506301819
Category : Education
Languages : en
Pages : 201
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Book Description
Today’s classrooms reimagined If you’re looking for a book on how to "control" your students, this isn’t it! Instead, this is a book on what classroom learning could be if we aspire to co-create more culturally responsive and equitable environments—environments that are safe, affirming, learner-centered, intellectually challenging, and engaging. If we create the kind of places where our students want to be . . . A critically important resource for teachers and administrators alike, "These Kids Are Out of Control" details the specific practices, tools, beliefs, dispositions, and mindsets that are essential to better serving the complex needs of our diverse learners, especially our marginalized students. Gain expert insight on: What it means to be culturally responsive in today’s classroom environments, even in schools at large How to decide what to teach, understand the curriculum, build relationships in and outside of school, and assess student development and learning The four best practices for building a classroom culture that is both nurturing and rigorous, and where all students are seen, heard, and respected Alternatives to punitive disciplinary action that too often sustains the cradle-to-prison pipeline Classroom "management" takes care of itself when you engage students, help them see links and alignment of the curriculum to their lives, build on and from student identity and culture, and recognize the many ways instructional practices can shift. "These Kids Are Out of Control" is your opportunity to get started right away!
