The educational problem to be addressed through this study is why black and brown male students are disproportionally disciplined compared to their counterpart white male classmates (Allen & White-Smith, 2014; Kunesh & Noltemever, 2019; OKilwah & Robert, 2017). This disparity of discipline has been shown to lead to higher drop-out rates, as well as a strong correlation to the high probability of these male students spending time in prison, an issue otherwise known as the “school-to-prison-pipeline”(Allen & White-Smith, 2014; Schiff, 2018). With zero tolerance behavioral policies (Schiff, 2018) and research to support the influence student/teacher relationships play within classroom dynamics (Tenebaum & Ruck, 2007), it’s necessary to examine the disparities between disciplinary reports and ethnic groups.
Some researchers have extended the idea that disparities are due to the differences in offenses (Febelo et al., 2011). However, Schiff (2018) argues that the disparities are a result of minimal educator training in regard to anti-social behavior. Fiske and Russell (2010), support the disparities and clarify that high- stress levels may encourage educators to rely on stereotypes when making quick decisions in regard to classroom discipline.
It is imperative that educators examine their own personal biases in regard to student background and ethnicity to ensure all students are given a fair environment in which to succeed. Through the examination of personal biases, bias training, and focus group feedback, researchers will have a better understanding of the discipline disparities between black, brown, and white male students as well as evidence to examine whether or not bias training reduces disciplinary reports, which in turn, should correlate to a lower probability of time spent in prison. Overall, the “school-to-prison-pipeline” must be extinguished before our community can claim a free and just society.
References
Allen, Q., & White-Smith, K. A. (2014). “Just as Bad as Prisons”: The Challenge of Dismantling the School-to-Prison Pipeline Through Teacher and Community Education. Equity & Excellence in Education, 47(4), 445. Retrieved from https://search-ebscohost-com.proxy1.ncu.edu/login.aspx?direct=true&db=edb&AN=99462907&site=eds-live
Kunesh, C. E., & Noltemeyer, A. (2019). Understanding Disciplinary Disproportionality: Stereotypes Shape Pre-Service Teachers’ Beliefs About Black Boys’ Behavior. Urban Education, 54(4), 471. Retrieved from https://search-ebscohost-com.proxy1.ncu.edu/login.aspx?direct=true&db=edb&AN=135233622&site=eds-live
Fabelo, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P., Booth, E. A. (2011). Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement. New York, NY: Council of State Governments Justice Center.
Fiske, S. T., Russell, A. M. (2010). Cognitive processes. In Dovidio, J. F., Hewstone, M., Glick, P., Esses, V. M. (Eds.), The SAGE handbook of prejudice, stereotyping and discrimination (pp. 115-130). Thousand Oaks, CA: Sage.
Okilwa, N. S., & Robert, C. (2017). School Discipline Disparity: Converging Efforts for Better Student Outcomes. The Urban Review: Issues and Ideas in Public Education, 49(2), 239. https://doi-org.proxy1.ncu.edu/10.1007/s11256-017-0399-8
Schiff, M. (2018). Can restorative justice disrupt the ‘school-to-prison pipeline?’ Contemporary Justice Review, 21(2), 121–139. https://doi- org.proxy1.ncu.edu/10.1080/10282580.2018.1455509
Tenebaum, H. R. & Ruck, M. D. (2007). Are teachers’ expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 253-273. https://doi.org/10.1037/0022-0663.99.2.253