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Sara McDaniel, Ph.D. Tamika P. La Salle, Ph.D.Daniel Cohen, Ph.D., M.P.H. University of Connecticut University of Alabama

§ ”I went to real country schools in elementary, middle, and high school. Not many Black people there anyway. They all had that old family thinking. What their grandparents taught them.”

§ “In elementary school I had all White teachers in middle and high school I had 3 Black teachers. I went to them for help. They were not much help except in elementary school, a Black lady came.”

§ “The White guy would just brush it off. But he would help White people; it took him (a) long time to help a Black person so we never went to him for much. If he had been Black he would have helped out with more or anything. He would have listened better.”

§ “I experienced racism from some of the kids. We were unconsciously segregated. We would all sit apart. Some would say rude things. They would use the “N” word a lot. I don’t think they meant it offensive but it bothered us.”

§ Briefly discuss the historical context of an educational system that has failed to consistently meet the needs of Black students

§ Discuss the barriers to large-scale change efforts supportive the achievement of Black students

§ Describe a blueprint for addressing disproportionality

George Hays, Thurgood Marshal, and James Nabritcelebrate the Brown v. Board Ruling

“We conclude that, in the field of public education, the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal.”

Brown v. Board, 1954

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77.8%

23%

0%10%20%30%40%50%60%70%80%90%

1968 1980

Black Students in Highly Segregated Schools (≥90%) in the Southern US

(Frankenberg, Hawley, Ee, & Orfield, 2017)“The Soiling of Old Glory” – Stanley Forman, 1976

Students Receiving 1 or More Out of School Suspension, CRDC 2015-2016

38%29%

62%71%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100 %

School Com position Cour se Enrollme nt

Schools with AP Courses

Blac k or Latinx Al l O ther s

42%

28%

58%

72%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100 %

School Com position Progr am Enro llm ent

Schools with GATE Programs

Blac k or Latinx Al l O ther s

CRDC, 2013-2014

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9%11%

13%

16%

0%2%4%6%8%

10%12%14%16%18%

2000-2001 2005-2006 2010-2011 2013-2014

High Poverty & 75-100% Black or Latinx Schools

(U.S. Government Accountability Office, 2016)

(Gee, Ro, Shariff-Marco, & Chae, 2009)

Structural Racism in Education• Structural Features within

Diverse Schools• Access to Rigorous

Coursework• Cultural Relevance of

Curriculum• Structural Features within

Segregated Schools• Resources• Disciplinary Climate

Interpersonal Racism in Education• Direct Interpersonal Interactions

• Discipline• Achievement Related

Expectations

(Sebastian, 2017; Liu, Van Damme, Gielen, & Van Den Noortgate, 2015).

Culturally responsive teaching should first confront existing instructional presumptions and practices before it proceeds with the more regenerative aspects

of reform” (Gay, 2000 pp. 46).qCurrent educational systems are based on dominant, white, middle-class norms and expectations for

behavior and achievement

q The overrepresentation of White educators (82% of the teacher workforce) contributes to

the maintenance of an educational system of Whiteness [as right]

q An educational system that q Values dominant (White) cultural norms of behavior and success over students of color, q Shuts out opportunities for new cultural norms that are representative of student

diversity to be incorporated or accepted. q The result is the exacerbation and reproduction of educational racial inequality

“While most teachers are not blatant racists, many probably are. cultural hegemonists They expect all students to behave according to the school’s cultural standards of normality. When students of color fail to comply, the teachers find them unlovable, problematic, and difficult to honor or embrace without equivocation. Rather than build on what the students have in order to make their learning easier and better, the teachers want to correct and compensate for their “cultural deprivations.”

Culturally responsive teaching should first confront existing instructional presumptions and practices before it proceeds with the more regenerative aspects of reform” (Gay, 2000 pp. 46).

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§Code of conduct revisions with specific attention given to discipline data analysis

§Cultural responsiveness/implicit bias training

§ [Culturally informed]School-wide Positive Behavioral Interventions and Supports (SWPBIS).

§Purposefully and strategically engage in discipline data analysis §Examine data across subgroups§Openly acknowledge patterns

§ Data- driven rationalizations and interpretations

§Examples: §Year to year trends in discipline inequities among

Whites and students of color (stop explaining away behavior)

§ Acknowledge the impact of a dominate, White, middle-class standard of achievement § Examine behavioral expectations

§ Code of conduct§ ”loosely written” expectations of behavior

§ What is “respect” speak in a “quiet voice” § Consider current cultural influences that impact students

experiences and outcomes § Move away from idiosyncratic explanations of why students in

“your’ students fail- recognize the national epidemic

WAIT...WHAT?

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Count the subjective phrases in 2.04 and 2.05

How do we get Tier 2

intervention?

Culture reflects the values, beliefs, and behaviors shared by a group of people based on race, geography, social and economic factors, and experiences or other unifying

denominators (e.g., disability, gender).

In School, the Value Placed on Culture is Reflected ...

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§ Implicit Bias

§ Implicit biases are the subtle automatic attitudes and stereotypical associations people make against others based on their cultural group affiliation

§ Implicit biases have an impact on

§ Communication styles & relationship building

§ If teachers automatically perceive students as incapable, trouble makers, or lazy, they are less inclined to make an effort to get to know students and build relationships

§ Expectations for students

§ When gender and SES were controlled for, elementary school teachers’ implicit biases predicted the extent of the achievement gap between Whit and Minority students performance on standardized tests (McIntosh et al., 2014)

§ Less Focus on§ Cultural deprivations

§ The disparities are not context specific- there is a national “crisis” in terms of the education allotted to White students in comparison to that of Black students

§ Culture as a deficit- “fixing the child” mentality§ Think about culture as a resource. Integrate the cultural values,

communication styles, goals into teaching, communication, and the curriculum so that students feel connected

§ Strict adherence to antiquated structures§ Merge families and schools instead of creating a dichotomous

situation where students may feel like they have to choose one or the other

§ Examine the data – have honest conversations§ Discuss the data (contextualize the impact)§ Examine data across demographic groups- highlight disparities

§ Systems- level Buy-in§ Top-down approach is critical to the success of systems level

change § Administrator support and accountability

§ Provide (ongoing) professional development for teachers § One stop shop professional development training models will be

unsuccessful§ Monitoring and mentoring

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§Consistent set of culturally responsive expectations§Teaching, not assuming

§Recognizing expected behavior

§Consistent, fair set of consequences with classroom managed and office managed behaviors agreed upon

§Tier 2 targeted supports available to “map” on to consequences for students with more than one major infraction

§*may need to include implicit bias training*

§Data-based decision making§Fidelity at Tier 1 and 2 (are grown ups doing their job)§Universal, common problems solved§ Identifying students for Tier 2§Universal screening procedures

School or District Data:Ocrdata.ed.gov

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Totals

Class I 865

Class II 2,329

Class III 271

TOTAL 3465

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Totals

African American 1,830 (53%)

White 1,409 (41%)

Other 216 (6%)

TOTAL 3465

Total

Distraction 32

Following Directions 95

Horseplay 95

Tardies 394

Dress Code 39

Defiance 95

“Any other” 20

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White BlackDefiance of Authority 96 188

Verbal Altercation 3 18Disrespect 61 83Disruptive Behavior 81 51

Multiple Class I 7 23Inciting 2 27

Any other 24 18Possession of Prohibited Items

2 14

276 (40%) 422 (60%)

§Tier 1 PBIS with disproportionality data analysis each month (district)

§Code of conduct revision (district)

§Equity/cultural awareness training activities (school)

§ In spite of historical milestones, Black students continue to face significant risk in US educational systems§ Underachievement

§ Lack of access to equitable resources

§ Factors that drive risk exposure are conceptualized as interpersonal and structural forms of racism

§ Strategic, school-wide efforts are critical to altering cycles of an educational system that serves different students in different ways- to the detriment of Black students§ Ongoing professional development/mentoring/cultural responsiveness training

§ [Culturally Informed] School-Wide PBIS

§ How does awareness of the historical context of race in education support our work in schools?

§ How do attitudes and social norms play a role in advancing equity in schools?

§ How are culturally responsive practices distinct from standard evidence-based behavior support practices?

§ What is the role of parents and families in the application of culturally responsive practices?

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§ Crosnoe, R., Johnson, M . K., & Elder Jr, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77(1), 60-81. doi.org/10.1177/003804070407700103.

§ Frankenberg, E., Hawley, G. S., Ee, J., & O rfield, G. (2017). Southern schools: M ore than a half-century after the civil rights revolution. Retrieved from https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/southern-schools-brown-83-report/Brown63_South_052317-RELEASE-VERSIO N.pdf

§ G ee G. C., Ro A., Shariff-M arco S., & Chae D. (2009). Racial discrim ination and health am ong Asian Am ericans: Evidence, assessm ent, and directions for future research. Epidem iol Rev, 31(1), 130-151. http://www.ncbi.nlm .nih.gov/pubm ed/19805401

§ Liu, H., Van Dam m e, J., G ielen, S., & Van Den Noortgate, W. (2015). School processes m ediate school com positional effects: m odel specification and estim ation. British Educational Research Journal, 41(3), 423-447.

§ M cIntosh, K., G irvan, E. J., Horner, R., & Sm olkowski, K. (2014). Education not incarceration: A conceptual m odel for reducing racial and ethnic disproportionality in school discipline. Journal of Applied Research on Children: Inform ing Policy for Children at Risk, 5(2). Retrieved from http://digitalcom m ons.library.tm c.edu/childrenatrisk/vol5/iss2/4.

§ Sebastian, C. H. (2017). If they think I can: Teacher bias and youth of color expectations and achievem ent. Social Science Research , 66, 170-186.

§ U.S. Departm ent of Education O ffice of Civil Rights. (2016). 2013-2014 civil rights data collection: A first look. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf

§ U.S. Departm ent of Education O ffice of Civil Rights. (2018). 2015–16 civil rights data collection: School clim ate and safety. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/school-clim ate-and-safety.pdf

§ Sara McDaniel, Ph.D.§ University of Alabama§ scmcdaniel@ua.edu

§ Daniel Cohen, Ph.D.§ University of Alabama§ drcohen1@ua.edu

§ Tamika P. La Salle, Ph.D§ University of Connecticut§ tamika.la_salle@uconn.edu