Care, Control, and Color: A Conversation About Disparities in School Disciplinary Practices

Diana Wandix-White

doi:10.46303/jcsr.2020.11

Abstract

Disciplinary practices teachers use in their classrooms frequently result in life-altering consequences for students who are historically marginalized and struggling to meet normalized standards of academic success. Research suggests teachers often lack the skill needed to connect with students, manage their classrooms, and administer corrective action that is equitable, reasonable, and effective without being excessive and detrimental to the student’s future. This disconnection and lack of judgment is frequently attributed to 1) the cultural mismatch that exists between the majority U.S. teacher who is a young, White female, and the growing diverse population of students; 2) teachers’ deficit view of students of color, their families and communities; and 3) deficient pre-service teacher training that does not equip future teachers with the culturally relevant pedagogical skills needed to meet the needs of today’s students. Employing the qualitative research methods of interactive interviewing and parallel stories, an African American, veteran teacher and a young, White pre-service teacher explore the topic of disciplinary practices at the intersection of race, ethnicity, and a classroom culture of care in the k-12 U.S. classroom.

Highlights

Every time America thinks the color divide is fading, someone turns on a UV light and all the nasty stains, residue, and hidden welts reappear
Employing the qualitative research methods of interactive interviewing and parallel stories, an African American, veteran teacher and a young, White pre-service teacher explore the topic of disciplinary practices at the intersection of race, ethnicity, and a classroom culture of care in the k-12 U.S classroom
In the U.S, African American students are consistently suspended and expelled at rates two to three times greater than other students (Mitchell, 2014; Porter, 2015; Schiff, 2018; Skiba, 2014); “Black students are more likely to be suspended for discretionary reasons, rather than they committed infractions where suspension was mandatory punishment” (Nelson, 2015, para. 13); and “school administrators are three and a half times more likely to suspend African American students than White students, even for the same non-violent offenses” (Porter, 2015, p. 59)

Summary

Introduction

Every time America thinks the color divide is fading, someone turns on a UV light and all the nasty stains, residue, and hidden welts reappear. Many of the lingering wounds are festering in the U.S education system This is evident in the disparities present in school disciplinary practices. 13); and “school administrators are three and a half times more likely to suspend African American students than White students, even for the same non-violent offenses” Right or wrong, the classroom teacher bears the blame for this injustice If these inequitable disciplinary practices, are assumed to be the result of cultural misunderstandings and inadequate classroom management training rather than a conscious act of racism, a conversation can be had that could change the trajectory of this phenomenon. As Brown and Isaacs (2001) note, intimate conversations can generate insight that spreads to larger groups, “carrying the seed ideas for new conversations, creative possibilities, and collective action” (p. 1), essentially acknowledging conversation as a path to large-scale change

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Discussion

Conclusion