Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices

Cook, Clayton R.; Duong, Mylien T.; McIntosh, Kent; Fiat, Aria E.; Larson, Madeline; Pullmann, Michael D.; McGinnis, Jenna L.

doi:10.17105/spr-2017-0026.v47-2

Cited by 59 publications

(38 citation statements)

References 71 publications

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“…Consistent with this supposition, various field-based interventions suggest that strategies that encourage teachers to pause and reconsider their decisions in critical moments can reduce racial disparities. For example, Cook et al (2018) reported that an intervention pairing teacher trainings on classroom and behavior management with trainings on self-regulation and self-awareness was effective at reducing the odds of Black male students’ disciplinary referrals and increasing these students’ sense of connection to the school. Another intervention sought to reduce the degree to which implicit bias is associated with the foster care placement decisions of judges (Russell & Summers, 2013).…”

Section: Discussionmentioning

confidence: 99%

Teachers Are People Too: Examining the Racial Bias of Teachers Compared to Other American Adults

Starck

Riddle

Sinclair

et al. 2020

Educational Researcher

147

107

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Schools are heralded by some as unique sites for promoting racial equity. Central to this characterization is the presumption that teachers embrace racial equity and teaching about this topic. In contrast, others have documented the ongoing role of teachers in perpetuating racial inequality in schools. In this article, we employ data from two national data sets to investigate teachers’ explicit and implicit racial bias, comparing them to adults with similar characteristics. We find that both teachers and nonteachers hold pro-White explicit and implicit racial biases. Furthermore, differences between teachers and nonteachers were negligible or insignificant. The findings suggest that if schools are to effectively promote racial equity, teachers should be provided with training to either shift or mitigate the effects of their own racial biases.

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Section: Discussionmentioning

confidence: 99%

Teachers Are People Too: Examining the Racial Bias of Teachers Compared to Other American Adults

Starck

Riddle

Sinclair

et al. 2020

Educational Researcher

147

107

View full text Add to dashboard Cite

show abstract

“…Sixth, our synthesis was not designed to evaluate the effectiveness of the disciplinary practices being used by U.S. schools including for SWD. Other work has reported on alternatives to suspension that may more effectively manage disruptive or problem behavior including by students with or at risk for disabilities (e.g., Cook et al, 2018; Flannery, Fenning, Kato, & McIntosh, 2014).…”

Section: Discussionmentioning

confidence: 99%

Are U.S. Schools Discriminating When Suspending Students With Disabilities? A Best-Evidence Synthesis

Morgan

Wang

Woods

et al. 2019

Exceptional Children

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We examined whether U.S. schools systemically discriminate when suspending or otherwise disciplining students with disabilities (SWD). Eighteen studies met inclusion criteria. We coded 147 available risk estimates from these 18 studies. Of four studies including individual-level controls for infraction reasons, over half of the available estimates (i.e., 14 of 24, or 58%) failed to indicate that SWD were more likely to be suspended than otherwise similar students without disabilities. Of the seven available estimates adjusted for the strong confound of individual-level behavior, most (i.e., five of seven, or 71%) failed to indicate that SWD were more likely to be suspended. The other two estimates indicating SWD were more likely to be suspended were from one study. We also examined whether SWD were less likely to be suspended than otherwise similar students without disabilities. There was no strong evidence of this. Empirical evidence regarding whether U.S. schools discriminate when disciplining SWD is currently inconclusive.

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“…Aiming to examine more cost-effective and sustainable approaches, Bradshaw et al's (2018) study also included five 60-minute faculty trainings on cultural responsiveness for all teachers, and they found that teachers who received the professional development training improved attitudes and beliefs about discipline but did not decrease in ODR frequency, indicating that without the individual coaching component, teachers struggled to implement suggested strategies. C. R. Cook et al (2018) and Okonofua et al (2016) also studied the impact of professional development programs. C. R. Cook et al's (2018) study assisted teachers in building respectful relationships and providing proportionate responses to student behavior in the classroom, whereas Okonofua et al's (2016) study supported teachers in adopting an empathetic mind-set when considering classroom discipline practices.…”

Section: Other Programsmentioning

confidence: 99%

Disproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis

Cruz

Firestone

Rodl

2021

Review of Educational Research

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A full canon of empirical literature shows that students who are African American, Latinx, or American Indian/Alaskan Native, and students who are male, diagnosed with disabilities, or from low socioeconomic backgrounds are more likely to experience exclusionary discipline practices in U.S. schools. Though there is a growing commitment to mitigating discipline disparities through alternative programming, it is clear that disproportionality in the application of harmful discipline practices persists. The purpose of this literature synthesis was to examine the effectiveness of empirically studied school-based interventions in reducing disproportionality in discipline practices. We analyzed articles that assessed both prevention and intervention program effects using at least one outcome variable representing exclusionary discipline, either in the form of office discipline referrals or suspension/expulsion rates. Included studies used experimental, quasi-experimental, or observational research designs that disaggregated student outcomes by race, ethnicity, gender, disability, or other sociodemographic categories. We identified 20 articles meeting inclusion criteria, four of which provided direct evidence of disproportionality reduction using interaction terms. Results indicate limited evidence that available programs reduce discipline disparities and that common programs may function as a protective factor for White and female students while failing to do so for marginalized students. Findings identify promising areas for future research.

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Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices

Cited by 59 publications

References 71 publications

Teachers Are People Too: Examining the Racial Bias of Teachers Compared to Other American Adults

Teachers Are People Too: Examining the Racial Bias of Teachers Compared to Other American Adults

Are U.S. Schools Discriminating When Suspending Students With Disabilities? A Best-Evidence Synthesis

Disproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis

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