educational lynching
DESCRIPTION
TRANSCRIPT
POSTER TEMPLATE BY:
www.PosterPresentations.com
PROBLEM STATEMENTBlack male students are suspended from school at a rate 2 to 3 times more than White male students nationwide (UCLA Civil
Rights Project, 2010).
This contributes to low academic achievement, low graduation rates, high dropout/pushout rates and increased risk of incarceration (Noguera, 2003).
This trend has existed for 35 years and is getting worse (Skiba, Michael, Nardo & Peterson,
2002).
This is a race-based issue, an equity issue, and a civil rights issue (UCLA Civil
Rights Project, 2010).
________________________________
RESEARCH QUESTION
How do effective teachers employ classroom management and caring relationships when disciplining Black male middle school students in their classrooms?
FRAMEWORK/THEORY
Critical Race Theory (CRT) in education is based in legal studies, looking at how
institutional racism saturates the American educational system (Ladson-Billings, 1995)
________________________________________________________________________
CRT FLOWCHART This paper uses two tenets of
CRT to reframe three primary
explanations of disproportionate
suspension of Black males in the
research: cultural mismatch,
teacher bias, & institutional bias.
These explanations are in turn
remedied using proposed
interventions in the classroom
& institution: culturally responsive
classroom management, authentic
caring, & race-based institutional
interventions.
________________________________________________________________________
THE GAP IN THE LITERATUREThe literature lacks studies that examine this specific problem of disproportionality in
suspension, using the CRT framework to look at how teachers with effective classroom
management and caring relationships with students, impact discipline strategies with Black
male students.
_________________________________________________________________________
RESEARCH METHODOLOGYThis study requires a qualitative examination of the classroom.
Using teacher interviews and classroom observations, this study aims to look at how
effective teachers manage and discipline Black male students.
It is anticipated that effective strategies will be revealed, employing
culturally responsive classroom management and authentic caring relationships.
EQUITY IMPLICATIONSPolicy
Demystify the role of interpersonal and
institutional bias in disproportionate
suspension of Black male students.
Reframe the issue by examining the
pathologies inherent in the institution of
American education, not Black male
behavior.
PracticeDiscover important links between caring
relationships, culturally responsive classroom
management, and the elimination of
disproportionate suspension by bias.
Connect effective classroom strategies
with eliminating disproportionate suspension
by bias.
________________________________
REFERENCESCartledge, G., Tillman, L. C., & Johnson, C. T. (2001). Professional ethics within the context of student discipline and
diversity. Teacher Education and Special Education, 24(1) 25-37.
Christle, C., Nelson, C., and Jolivette, K. (2004). School characteristics related to the use of suspension. Education &
Treatment of Children, 27(4), 509-526.
Dunbar, C. and Villarruel, F. (2004). What a difference the community makes: Zero tolerance policy interpretation and
implementation. Equity & Excellence in Education, 37(351-359)
Fatt, R. (2009). Keeping youth connected. Focus on Oakland. Retrieved from
http://www.clasp.org/admin/site/publications/files/Oakland-profile.pdf
Fenning, P. and Rose, J. (2007). Overrepresentation of African American students in exclusionary discipline: The role of
school policy. Urban Education, 42(6), 536-559.
Fenning, P., Theodos, J., Benner, C., & Bohanon-Edmonson, H. (2004). Integrating proactive discipline practices into codes
of conduct. Journal of School Violence, 3(1), 45-61.
Foster, M. (1993). Self-portraits of Black teachers: Narratives of individual and collective struggle against racism. In D.
McLaughlin & W. G. Tierney (Eds.), Many silenced lives: Personal narratives on the process of educational change (pp.
155-175). New York: Routledge and Kegan Paul.
Gay, G. (2006). Connections between classroom management and culturally responsive teaching. Handbook of classroom
management: Research, practice, and contemporary issues (pp. 343-370).
Gregory, A. & Mosely, P. M. (2004). The discipline gap: Teachers' view on the over-representation of African American
students in the discipline system. Equity & Excellence in Education, 37(1), 18-30.
Gregory, A., Skiba, R., Noguera, P. (2010). The achievement gap and the discipline gap: Two sides of the same coin?
Educational Researcher, 39(59).
Knaus, C. B. (2009). Shut up and listen: Applied critical race theory in the classroom. Race, Ethnicity & Education, 12(2),
133-154
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? Qualitative
Studies in Education, 11(1), 7-24.
Martinez, S. (2009). A system gone berserk: How are zero-tolerance policies really affecting schools? Preventing School Failure,
53(3), 153-158.
Monroe, C. R. (2005). Understanding the discipline gap through a cultural lens: Implications for the education of African
American students. Intercultural Education, 16, 317-330.
Picower, B. (2009). The unexamined Whiteness of teaching: how White teachers maintain and enact dominant racial
ideologies. Race, Ethnicity and Education, 12(2), 197-215.
Skiba, R., Michael, R., Nardo, A., Peterson, R. (2002). The color of discipline: Sources of racial and gender
disproportionality in school punishment. The Urban Review 34(4).
Skiba, R., and Peterson, R. (1999). The dark side of zero-tolerance: Can punishment lead to safe schools? Phi Delta Kappa,
80, 372–376.
Skiba, R. J. (2000). Zero-tolerance, zero evidence: An analysis of school discipline practice. Bloomington: Indiana University Education
Policy Center. Retrieved from http://www.indiana.edu/~safeschl/ztze.pdf
Solorzano, G. (1997). Images and words that would: Critical race theory, racial stereotyping, and teacher education. Teacher
Education Quarterly, 5-19.
UCLA Civil Rights Project (2010). Study finds big racial gap in suspensions of middle school students. Retrieved from
http://civilrightsproject.ucla.edu/
Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and
Education. 8(1), 69-91.
APPLIED CRITICAL
RACE THEORY
KEY TENET OF CRT
Centrality of Whiteness Unconscious
hegemonic ideology that places white values and interests at the center of all
aspects of dominant culture & policy, perpetuating white supremacy (Ladson-
Billings, 1998; Picower, 2009).
KEY TENET OF CRT
The Challenge to dominant ideology
Countering claims that the legal system of justice and public institutions, namely
public education is colorblind, race-neutral and provides equal opportunity
(Solorzano, 1997; Yosso, 2005).
PRIMARY EXPLANATIONS IN THE
RESEARCH
Cultural Mismatch- Black students’
culture is pathologized and viewed as incompatible with the educational
setting (Monroe, 2005).
PRIMARY EXPLANATIONS IN THE
RESEARCH Teacher Bias- Hidden stereotypes lead
teachers to view Black students negatively
holding them to a different set of standards, overusing disruption, defiance and disrespect as
a reason for out of class referrals (Skiba, 2002).
PRIMARY EXPLANATIONS IN THE
RESEARCH
Institutional Bias- Inequality is
reproduced through racially biased policies such as zero tolerance (Skiba, 2000).
APPLYING CRT IN THE INSTITUTION Race-based interventions- Individuals caring is not enough. The institution must function in a race responsive way toward
equity with strategies similar to affirmative action & Oakland’s African American male
achievement office.
APPLYING CRT IN THE CLASSROOM
Authentic Caring- Holding high expectations as well as providing a
high level of care, concern & support
to all students who need it (Valenzuela, 1999).
APPLYING CRT IN THE CLASSROOM
Culturally Responsive Classroom Management- Centering instruction around the cultural
needs & learning styles of each student (Gay, 2000).