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This is the crux

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This is the crux

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Bowl Leader
☝️THIS is the sort of thing (a product of bias that the KyleNewmanDP may or may not be aware of) that helps to perpetuate racism & stereotypes.
EXCELLENT capture! Thank you for noticing. 🤩
Bowl Leader
Research has established that this type of bias is applied to the discipline of students of color in schools.
Equal Time for Equal Crime? Racial Bias in School Discipline
Ying Shi, Maria Zhu
SSRN Electronic Journal 2021.
Abstract:
Racial disparities in school discipline may arise from differences in hard-to-observe student behavior or from bias, in which treatment for the same behavior differs by student race or ethnicity. We provide evidence for the presence of bias using statewide administrative data from the United States. Two complementary strategies identify bias in disciplinary outcomes. The first uses within-incident variation in outcomes by student race. The second employs individual fixed effects to examine how consequences vary across disciplinary incidents based on the race of the peer involved. Both approaches find that Black students receive harsher punishment than Hispanic or White students but show no evidence of Hispanic-White disparities. 0.04 measuring are respectively. and lagged rather than potentially endogenous contempo-raneous in depending in. to fights, inappropriate language/disrespect.
Towards a Problem-Solving Approach to Addressing Racial Disparities in School Discipline Under Anti-Discrimination Law
E. Girvan
2020.
Abstract:
Racial disparities in exclusionary school discipline pose a serious threat to equal educational opportunity. Federal anti-discrimination law, which largely protects against direct forms of racial bias, is too narrowly focused to require schools, districts, and states to consider the broad range of factors that contribute to racial disparities in school discipline. Anti-discrimination law could more effectively address complex issues like racial disparities in exclusionary school discipline if it created an affirmative duty to engage in a problem-solving approach focused on goals related to achieving equity. To support the argument, this article draws on the example and experience of the Individuals with Disabilities Education Act (IDEA), which requires use of a problem-solving approach to identify and address “significant disproportionality” in discipline outcomes of students with disabilities based on their race. The basic framework of the IDEA serves as an example for implementation of a problem-solving approach for anti-discrimination law. It also highlights practical, legal, and methodological issues inherent in the assessment of racial disparities and evaluation of interventions to address them. Building on research on measures of and approaches for resolving racial disparities in discipline, the manuscript proposes ways to address these issues. It also uses national school discipline data to illustrate show how the proposed approaches could make anti-discrimination law more effective at addressing these issues.
The Relative Contribution of Subjective Office Referrals to Racial Disproportionality in School Discipline
E. Girvan, Cody Gion, K. McIntosh, K. Smolkowski
School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association 2017.
Abstract:
To improve our understanding of where to target interventions, the study examined the extent to which school discipline disproportionality between African American and White students was attributable to racial disparities in teachers’ discretionary versus nondiscretionary decisions. The sample consisted of office discipline referral (ODR) records for 1,154,686 students enrolled in 1,824 U.S. schools. Analyses compared the relative contributions of disproportionality in ODRs for subjectively and objectively defined behaviors to overall disproportionality, controlling for relevant school characteristics. Results showed that disproportionality in subjective ODRs explained the vast majority of variance in total disproportionality. These findings suggest that providing educators with strategies to neutralize the effects of implicit bias, which is known to influence discretionary decisions and interpretations of ambiguous behaviors, may be a promising avenue for achieving equity in school discipline.
Bowl Leader
https://youtu.be/upDyRf-kGLs