and nd the Role of Implicit cit Bias Janel George NAACP Legal - PDF document

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03/13/2015 School ol Discipl pline ine Disparit ities ies and nd the Role of Implicit cit Bias Janel George NAACP Legal Defense and Educational Fund, Inc. Teaching & Learning: National Board for Professional Teaching Standards

03/13/2015 School ol Discipl pline ine Disparit ities ies and nd the Role of Implicit cit Bias Janel George NAACP Legal Defense and Educational Fund, Inc. Teaching & Learning: National Board for Professional Teaching Standards March 14, 2015 1 DISCIPL IPLINE INE 2 1
03/13/2015 What at is s over erly ly punitiv itive e discipli scipline ne ? • Suspen ensions ons • Expuls lsion ons • Schoo hool-bas ased ed arres ests • Use of Tasers and Pepper per Spray • Restrai aint and Seclus usion on 3 Discipli line e Dispariti ties African an Ameri rican an chi hildren ren are expell lled ed or suspended ded from school ool at 3 times es the rate of their r white e peer ers, often due to minor or misbeh ehavior or. 4 2
03/13/2015 Tiana na Parker er 5 The Role of Implicit Bias [T]he mental process that causes us to have negative feelings and attitudes about people based on characteristics like race, ethnicity, age and appearance. Because this cognitive process functions in our unconscious mind, we are typically not consciously aware of the negative racial biases that we develop over the course of our lifetime. In the general population, implicit racial bias often supports the stereotypical caricature of Black youth . . . as irresponsible, dishonest, and dangerous. See T OM R UDD , R ACIAL D ISPROPORTIONALITY IN S CHOOL D ISCIPLINE : I MPLICIT B IAS I S H EAVILY I MPLICATED 3 (2014), available at http://www.antiracistalliance.com/racial-disproportionality-schools-02.pdf . 6 3
03/13/2015 Discipline Disparities and African American Girls: Race and Gender Stereotypes In 2011-12, 12% of Afri rica can n Ameri erica can n girls ls were re susp spen ended ded from school — a a rate that’s 6 times es that at of white te girls ls & higher er than an most st boys. s. 7 Conseq eque uenc nces es of Disc scip ipli line ne Disp spar arities ties • Increased dropout rates • Early involvement with the Juvenile Justice system • Feelings of stigmatization and disengagement from the learning environment • Lost instruction time • Inability to reintegrate into the learning environment 8 4
03/13/2015 Recom omme mendat ations ions • Recommendations provided in the Joint Discipline Guidance issued by Departments of Education and Justice • Ongoing professional development training in implicit bias, classroom management, and cultural competency • Track and share effective and inclusive school discipline policies and practices 9 5

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