Biased and Unjust Suspensions of Students of Color
Brian L. Wright @DrBrianAKABrain
@DrBrianAKABrain
“Racial disparities in suspension can and do dampen Black boys’ enthusiasm toward school-they often get the message that school is a place where they are watched, not welcomed.” (Wright, 2019, p. 5)
Donna Y. Ford, Ph.D. @donnayford
@donnayford
Black boys of all ages, in all geographic settings (e.g.,., urban, rural, suburban), in all types of schools (e.g., public, private, parochial, charter), at all income and socio-economic status levels (e.g., low , middle, high SES), in all family structures (e.g., single, nuclear, blended, extended), and at all achievement levels (e.g., low, average, high performance) are discriminated against and demonized by educators ill-equipped to work with them in culturally competent and equitable ways. Low, negative, and deficit-oriented expectations blind them from seeing strengths and assets. Our work as culturally-ground and equity-minded professionals compelled us to write this brief paper early in the school year to help prevent unjust disciplinary practices. Let's start the new school year off seeing potential rather than problems in our Black boys -- all students of color. We are eager and available to help. Students need to be in school to learn!
Aaron J. Griffen, Ph.D. @DrAaronJGriffen
@DrAaronJGriffen
Black male students receiving most school discipline is not a case of Black male students being the most disruptive, defiant, or disrespectful as the numbers may indicate. It is a case of the learning environment both in the classroom and outside of the classroom being the least responsive, relevant, and inclusive of culturally and socially diverse values, communication styles and movement styles. When the environment is built upon those in power being comfortable, we create situations where those with the least power - yes there is a hierarchy among students up to staff – are permanently relegated to discomfort. Any attempt for them to become comfortable in the space is a direct contradiction and disruption to the status quo that is Eurocentricity in an educational setting. This form of prevention is one of violence, where some prevent others from engaging in any form of thinking or inquiry Freire (1972). In this case, Black males are changed into objects by employing punitive discipline practices which do not allow them to be the curious inquisitive thinkers we claim we want all students to be - 21st Century Skills. Be inquisitive and curious, but don't be so much as to cause me discomfort - because I do not understand your form of curiosity and inquiry.
Raphael Crawford, EdD @DrRaphaelC
@DrRaphaelC
For many, American schools are akin to the plantations of the old south where enslaved African men and boys were labeled as resistant to authority, dangerously violent, and unwilling to work; therefore, requiring brutal beatings and constant supervision to be productive. Gone are the chains and whips, replaced by emotional and psychological beatings related to school-based policing and criminalization, low-quality instruction and expectations, and inadequately trained teachers and school leaders who cannot address the unique needs of Black boys.
While most people believe that schools are a welcoming and safe place where children can escape familial, environmental, and social challenges, and are embraced and nurtured into becoming productive citizens, that is not the experience for many Children of Color, especially Black boys. Too often, Black boys find themselves struggling for basic acceptance, respect, and survival in P-12 schools. Teachers and school leaders, many times, deny these boys the opportunity to be innocent or immature they are often perceived as older and therefore deserving to be held accountable for normal childish behaviors—the exact behaviors that their White counterparts seemingly are not punished for in schools. However, schools are notorious for tolerating and passing along those Black boys who are athletically inclined and likely to generate positive media attention and game day receipts.
Educators must be willing to boldly stand up for children of color and insist that systemic policies and practices that are exclusionary and discriminatory be changed to meet the needs of all children. Likewise, educators must protect the innocence of Black boys and all Children of Color and insist that schools provide the same considerations and treatment afforded to White children. The time has come for school districts and building principals to be held accountable for trivial and unfair suspensions, as well as for the disproportionate numbers of Black boys and girls being suspended. For Children of Color, and especially for Black boys, suspension is more about staff frustration and inconvenience and much less about correcting a child’s behavior. Black boys deserve schools that welcome and embrace them, and teachers and leaders who want to serve them and help them to become successful..
While most people believe that schools are a welcoming and safe place where children can escape familial, environmental, and social challenges, and are embraced and nurtured into becoming productive citizens, that is not the experience for many Children of Color, especially Black boys. Too often, Black boys find themselves struggling for basic acceptance, respect, and survival in P-12 schools. Teachers and school leaders, many times, deny these boys the opportunity to be innocent or immature they are often perceived as older and therefore deserving to be held accountable for normal childish behaviors—the exact behaviors that their White counterparts seemingly are not punished for in schools. However, schools are notorious for tolerating and passing along those Black boys who are athletically inclined and likely to generate positive media attention and game day receipts.
Educators must be willing to boldly stand up for children of color and insist that systemic policies and practices that are exclusionary and discriminatory be changed to meet the needs of all children. Likewise, educators must protect the innocence of Black boys and all Children of Color and insist that schools provide the same considerations and treatment afforded to White children. The time has come for school districts and building principals to be held accountable for trivial and unfair suspensions, as well as for the disproportionate numbers of Black boys and girls being suspended. For Children of Color, and especially for Black boys, suspension is more about staff frustration and inconvenience and much less about correcting a child’s behavior. Black boys deserve schools that welcome and embrace them, and teachers and leaders who want to serve them and help them to become successful..
Michael A. Robinson, Ed.D. @DrMikeRobinson
@DrMikeRobinson
Attending school for Black students, especially Black boys requires navigating a perpetual maze of discrimination and bias that includes the disproportionate use of severe discipline to address non-compliance to school rules such as dress code violations, insubordination (talking back), cafeteria offenses, profanity, and Social Media (misuse of technology). This heavy-handed approach which often removes students of color from the classroom essentially invalidates learning opportunities for the most vulnerable of all students.
Black boys are the most disproportionately punished group of students in public education and as a result of their bias and unjust treatment, they are often expelled or reported to local law enforcement. When teachers refuse to accept the diversity that represents the changing demographics of schoolhouses and elect to use excessive disciplinary methods to create an environment of comfort for themselves, they have also elected to sever any relationship with these students and have likely set that student on the school-to-prison pipeline pathway. This is where “WOKE” educators have to step up, speak up to change up systems so students of color and thrive academically and socially.
Black boys are the most disproportionately punished group of students in public education and as a result of their bias and unjust treatment, they are often expelled or reported to local law enforcement. When teachers refuse to accept the diversity that represents the changing demographics of schoolhouses and elect to use excessive disciplinary methods to create an environment of comfort for themselves, they have also elected to sever any relationship with these students and have likely set that student on the school-to-prison pipeline pathway. This is where “WOKE” educators have to step up, speak up to change up systems so students of color and thrive academically and socially.