One Story

Smiled & played a lot of soccer & basketball & never got sent to office, then got suspended Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402

…By 12

th

Grade

C average, high, drunk, got arrested, didn’t graduate from high school Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402

The Problem

Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402

Growing Disproportionality

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The Target

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Will I be a ‘Statistic’?

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The Cause

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Racial Bias at Work

Institutional Bias

Ladson-Billings, Skiba

Teacher Bias

Ladson-Billings, Picower, Gay

Cultural Mismatch

Monroe Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402

The Three D’s of Disproportionality

DISRUPTION

Any behavior deemed to have ill intent

DEFIANCE

Not following teacher expectations or requests

DISRESPECT

Any interaction with teacher deemed to have ill intent Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402

The Impact

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Over Suspended

Lose Instruction

Poor performance, low graduation rate

Get Labeled

Targeted more frequently for discipline

Stereotyped & Criminalized

Dismissed as incompatible with learning environment Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402

School to Prison Pipeline

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The Shift

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What Has Been Working?

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The Purpose

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Research Questions

 The purpose of this study is to explain the contributing factors to disproportionately high suspension rates of black males in schools by examining classroom teachers with effective, low-referring discipline practices.  What are the features of discipline strategies and practices that mitigate disruption and office discipline referrals among black male students?  Are there beliefs and assumptions (personal values) that effective teachers have about their students and their behavior that challenges race neutrality or the colorblind myth?  How do those beliefs support effective discipline strategies & practices?

Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402

Alternative Responses to the 3 D’s

Classroom: Teacher Bias Look at interactions Find effective practices Offer solutions

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Theoretical Framework

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Critical Race

Racism & Bias It’s systemic Centrality of Whiteness (Ladson-Billings, Picower, Solorzano) Based on Race Challenge to Dominant Ideology (Yosso, Bonilla-Silva) Happens automatically Racism by default (Crenshaw)

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The Method

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Case Study

Urban Teachers Intensity sample Observations Interviews

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The Findings

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Countering the 3 D’s with the 3 C’s

The Three Commitments Courageous Commitment

“

If they fail, I failed.

reduces institutional bias ”

Emotional Commitment

“

Don

’

t take it personally.

” addresses cultural mismatch

Commitment to Equity

“

Teaching for a purpose.

” attends to teacher bias and institutional bias Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402

Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402

Closing

Will I be a ‘Statistic’?

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Contact

Macheo Payne, Ed.D., MSW [email protected]

510-846-5402 THE DATA: http://ocrdata.ed.gov/ Macheo Payne, Ed.D., MSW. [email protected] 510-846-5402

Educational Lynching:

Solutions to Disproportionately High Suspension Rate of Black Males

Macheo Payne, San Francisco State University

Table of Contents

 Purpose and Intent  Statement of Problem  Theoretical Frame: CRT In Education  Review of Research: Key Findings  Gaps or Tensions  Research Questions  Proposed Research Design

Purpose & Intent of Study

 The purpose of this study is to address disproportionately high rates of suspension of black males in schools by examining the classroom practices of effective (low referring) teachers.  The intent of this study is to move from analyzing the problem to identifying solutions to the black male discipline gap by focusing on the teacher ’ s role in the reduction of office discipline referrals, a starting point for suspensions.

Statement of the Problem

 Black male students are suspended from school at a rate 2 to 3 times more than White male students nationwide (UCLA Civil Rights Project, 2010).

 The discipline gap is linked to low academic achievement, low graduation rates, high dropout/pushout rates and the school-to-prison pipeline (Noguera, 2003; CDF, 2008, Nicholson-Crotty, 2009).

 This trend has existed for 35 years and is getting worse (CDF, 1975;Skiba, Michael, Nardo & Peterson, 2002).  This is a race-based issue, an equity issue, and a civil rights issue (UCLA Civil Rights Project, 2010).  This suspension disparity begins with teacher out-of-class referrals (Furgeson, 2010).

Statement of the Problem

 There is a wide body of evidence examining this problem but recent data shows the problem growing (US Dept. of Ed, 2012).

 Current intervention policies are race-neutral and aimed at student behavior when they should be race-based and aimed at the institution (Payne, 2010).

Critical Race Theory in Education

 Race based privilege & bias is normal (commonplace) and still ever present in American schools. By default, the laws, policies, and practices continue to benefit and privilege “ whiteness.

”  With roots in critical theory, legal studies, feminist studies, CRT looks beyond the symptoms of a broken Educational system and points to the very roots of injustice: systemic injustice based on white supremacist ideology in America.

Review of Research:

“

The 3 D

’

s

”  Disruption Any passive or overt behavior that is off task may be disruptive.

 Defiance Any passive or overt failure to comply to adult rules or authority.

 Disrespect Any overt challenge to adult rules or authority.

Review of Research: Key Themes

• Teacher Bias Hidden stereotypes compel adults to have different expectations and treat black students differently •

Institutional

Bias Inequality is reproduced regardless of individuals in the institution or assumed institutional intolerance of racism •

Cultural

Mismatch Black students culture is pathologized and viewed as incompatible with the educational setting

Gaps or Tensions in the Research

 Research acknowledges race as a descriptor but lacks an analytical treatment of race and race bias as a fundamental feature of school suspension by default  There are no studies that use CRT to explain disproportionate discipline for black males  Studies that offer interventions or solutions, fail to offer race-based strategies aimed at the institution. Instead they are race-neutral and take the ‘ restrictive view ’ approach  There are no studies that examine effective solutions in the classroom, regarding disproportionate suspension of black males

Research Questions

1.

What are the features of effective discipline strategies and practices that mitigate disruption and office discipline referrals among black male students? 2.

What are common beliefs and assumptions (personal values) about racial bias that effective teachers have about their black male students and their behavior? a.

How do those beliefs support effective discipline strategies & practices?

Proposed Research Design

 METHODOLOGY- Multiple case study design  SELECTION: Identify 5 low referring teachers through principal & parent/community nomination  DATA COLLECTION: Observe classroom discipline practices, follow-up interviews of teachers  ANALYSIS: Identify effective practices for minimizing office discipline referrals  ANALYSIS: Identify effective practices & underlying values and beliefs that inform effective practices  REPRESENTATION: Cross study representation of common themes