one story smiled & played a lot of soccer & basketball & never got sent to office, then...
TRANSCRIPT
One StorySmiled & played a lot of soccer & basketball & never got sent to office, then got suspended
Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402
…By 12th GradeC average, high, drunk, got arrested, didn’t graduate from high school
Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402
Racial Bias at Work
Institutional Bias Ladson-Billings, Skiba
Teacher Bias Ladson-Billings, Picower, Gay
Cultural MismatchMonroe
Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402
The Three D’s of Disproportionality
DISRUPTIONAny behavior deemed to have ill intent
DEFIANCENot following teacher expectations or requests
DISRESPECTAny interaction with teacher deemed to have ill intent
Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402
Over Suspended
Lose InstructionPoor performance, low graduation rate
Get LabeledTargeted more frequently for discipline
Stereotyped & CriminalizedDismissed as incompatible with learning environment
Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402
Research Questions
Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402
The purpose of this study is to explain the contributing factors to disproportionately high suspension rates of black males in schools by examining classroom teachers with effective, low-referring discipline practices.
What are the features of discipline strategies and practices that mitigate disruption and office discipline referrals among black male students?
Are there beliefs and assumptions (personal values) that effective teachers have about their students and their behavior that challenges race neutrality or the colorblind myth? How do those beliefs support effective discipline strategies & practices?
Alternative Responses to the 3 D’s
Classroom: Teacher Bias
Look at interactions
Find effective practices
Offer solutions
Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402
Critical Race
Racism & BiasIt’s systemic
Centrality of Whiteness (Ladson-Billings, Picower, Solorzano)
Based on RaceChallenge to Dominant Ideology (Yosso, Bonilla-Silva)
Happens automaticallyRacism by default (Crenshaw)
Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402
Case Study
Urban Teachers
Intensity sample
Observations
Interviews
Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402
Countering the 3 D’s with the 3 C’s
The Three CommitmentsCourageous Commitment “If they fail, I failed.”
reduces institutional bias
Emotional Commitment “Don’t take it personally.”addresses cultural mismatch
Commitment to Equity“Teaching for a purpose.”attends to teacher bias and institutional bias
Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402
Contact
Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402
Macheo Payne, Ed.D., [email protected]
510-846-5402THE DATA: http://ocrdata.ed.gov/
Educational Lynching:Solutions to Disproportionately High
Suspension Rate of Black Males Macheo Payne, San Francisco State University
Table of Contents
Purpose and Intent
Statement of Problem
Theoretical Frame: CRT In Education
Review of Research: Key Findings
Gaps or Tensions
Research Questions
Proposed Research Design
Purpose & Intent of Study
The purpose of this study is to address disproportionately high rates of suspension of black males in schools by examining the classroom practices of effective (low referring) teachers.
The intent of this study is to move from analyzing the problem to identifying solutions to the black male discipline gap by focusing on the teacher’s role in the reduction of office discipline referrals, a starting point for suspensions.
Statement of the Problem
Black male students are suspended from school at a rate 2 to 3 times more than White male students nationwide (UCLA Civil Rights Project, 2010).
The discipline gap is linked to low academic achievement, low graduation rates, high dropout/pushout rates and the school-to-prison pipeline (Noguera, 2003; CDF, 2008, Nicholson-Crotty, 2009).
This trend has existed for 35 years and is getting worse (CDF, 1975;Skiba, Michael, Nardo & Peterson, 2002).
This is a race-based issue, an equity issue, and a civil rights issue (UCLA Civil Rights Project, 2010).
This suspension disparity begins with teacher out-of-class referrals (Furgeson, 2010).
Statement of the Problem
There is a wide body of evidence examining this problem but recent data shows the problem growing (US Dept. of Ed, 2012).Current intervention policies are race-neutral and aimed at student behavior when they should be race-based and aimed at the institution (Payne, 2010).
Critical Race Theory in Education
Race based privilege & bias is normal (commonplace) and still ever present in American schools. By default, the laws, policies, and practices continue to benefit and privilege “whiteness.”
With roots in critical theory, legal studies, feminist studies, CRT looks beyond the symptoms of a broken Educational system and points to the very roots of injustice: systemic injustice based on white supremacist ideology in America.
Review of Research: “The 3 D’s”
Review of Research: Key Themes
Gaps or Tensions in the Research
Research acknowledges race as a descriptor but lacks an analytical treatment of race and race bias as a fundamental feature of school suspension by default
There are no studies that use CRT to explain disproportionate discipline for black males
Studies that offer interventions or solutions, fail to offer race-based strategies aimed at the institution. Instead they are race-neutral and take the ‘restrictive view’ approach
There are no studies that examine effective solutions in the classroom, regarding disproportionate suspension of black males
Research Questions
1. What are the features of effective discipline strategies and practices that mitigate disruption and office discipline referrals among black male students?
2. What are common beliefs and assumptions (personal values) about racial bias that effective teachers have about their black male students and their behavior? a. How do those beliefs support effective discipline
strategies & practices?
Proposed Research Design
METHODOLOGY- Multiple case study design
SELECTION: Identify 5 low referring teachers through principal & parent/community nomination
DATA COLLECTION: Observe classroom discipline practices, follow-up interviews of teachers
ANALYSIS: Identify effective practices for minimizing office discipline referrals
ANALYSIS: Identify effective practices & underlying values and beliefs that inform effective practices
REPRESENTATION: Cross study representation of common themes