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Gender, Race, and the effects on Discipline

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Alexis Brady

on 17 February 2015

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Transcript of Gender, Race, and the effects on Discipline

- Over all, Black students were
three and a
half times more likely
to be suspended or expelled
than their White peers (Lewin, 2012)

Cultural deficit thinking
: process that creates the
that poor
African American
and other
marginalized students
and their parents
are disconnected from the education process

-Because this cognitive process(
Implicit Bias
) functions in our
mind, we are typically
not consciously aware of the negative racial biases that we develop
over the course of our lifetime.

Think about your own classroom:

-How many girls do you have? Boys?

-How are students different in behavior based on their gender?

-Is your approach to the students in the classroom different based on their gender?
-If boys and girls learn information differently from one another, should we then approach their discipline differently?

-Givrm Would the race of the gender make a difference in how you see them?
Gender & Discipline
Data from the Office for Civil Rights at the United States Department of Education show that from 2011 to 2012, black girls in public elementary and secondary schools nationwide were suspended at a rate of 12 percent, compared with a rate of just 2 percent for white girls, and more than girls of any other race or ethnicity.

Research also shows that within minority groups, darker-skinned girls are disciplined more harshly than light-skinned ones.

Black girls tend to be penalized more subjectively than black males.
Gender, Race, and the effects on Discipline
What would you do?
Now think about your
Do you have African American students?
-Do you have a healthy mix of boys and girls?
-Do you have Hispanic/Latino students? Any other minorities?
-Was there ever a time where you called one of them out for doing something wrong?
-Did you call any of your Caucasian students out for the same thing?
-Or have you seen your CT call the minorities out more than others?
Talk about these experiences in your small groups.
*All facts found from article:
Rudd, Tom. "Racial Disproportionality in School Discipline:Implicit Bias Is Heavily Implicated." KIRWAN INSTITUTE ISSUE BRIEF
(Feb. 2014): Http://kirwaninstitute.osu.edu/. Web.

-What can we, as educators, to help change this discriminating reality, and make others aware of this issue?

-What can we do in our
Final Question
Possible Ideas
-Restorative Justice Practices
-Building relationships and rapport with all students
disciplinary actions
-Be cognizant of implicit bias
-Proximal Distancing

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