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…By 12 th Grade C average, high, drunk, got arrested, didn ’ t graduate from high school

One Story Smiled & played a lot of soccer & basketball & never got sent to office, then got suspended. …By 12 th Grade C average, high, drunk, got arrested, didn ’ t graduate from high school. The Problem. Growing Disproportionality. 1973. 2006. The Target. Will I be a ‘ Statistic ’ ?.

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…By 12 th Grade C average, high, drunk, got arrested, didn ’ t graduate from high school

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  1. One StorySmiled & played a lot of soccer & basketball & never got sent to office, then got suspended Macheo Payne, Ed.D., MSW. macheop@gmail.com 510-846-5402

  2. …By 12th GradeC average, high, drunk, got arrested, didn’t graduate from high school Macheo Payne, Ed.D., MSW. macheop@gmail.com 510-846-5402

  3. The Problem Macheo Payne, Ed.D., MSW. macheop@gmail.com 510-846-5402

  4. Growing Disproportionality 1973 2006 Macheo Payne, Ed.D., MSW. macheop@gmail.com 510-846-5402

  5. The Target Macheo Payne, Ed.D., MSW. macheop@gmail.com 510-846-5402

  6. Will I be a ‘Statistic’? Macheo Payne, Ed.D., MSW. macheop@gmail.com 510-846-5402

  7. The Cause Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  8. Racial Bias at Work Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  9. The Three D’s of Disproportionality Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  10. The Impact Macheo Payne, Ed.D., MSW. macheop@gmail.com 510-846-5402

  11. Over Suspended Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  12. School to Prison Pipeline Macheo Payne, Ed.D., MSW. macheop@gmail.com 510-846-5402

  13. The Shift Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  14. What Has Been Working? Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  15. The Purpose Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  16. 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. macheopayne@lincolnchildcenter.org 510-846-5402

  17. Alternative Responses to the 3 D’s Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  18. Theoretical Framework Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  19. Critical Race Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  20. The Method Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  21. Case Study Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  22. The Findings Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  23. Countering the 3 D’s with the 3 C’s Macheo Payne, Ed.D., MSW. macheopayne@lincolnchildcenter.org 510-846-5402

  24. Closing Macheo Payne, Ed.D., MSW. macheop@gmail.com 510-846-5402

  25. Will I be a ‘Statistic’? Macheo Payne, Ed.D., MSW. macheop@gmail.com 510-846-5402

  26. Contact Macheo Payne, Ed.D., MSW macheop@gmail.com 510-846-5402 THE DATA: http://ocrdata.ed.gov/ Macheo Payne, Ed.D., MSW. macheop@gmail.com 510-846-5402

  27. Educational Lynching:Solutions to Disproportionately High Suspension Rate of Black Males Macheo Payne, San Francisco State University

  28. 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

  29. 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.

  30. 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).

  31. 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).

  32. 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.

  33. 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.

  34. 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

  35. 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

  36. Research Questions • What are the features of effective discipline strategies and practices that mitigate disruption and office discipline referrals among black male students? • What are common beliefs and assumptions (personal values) about racial bias that effective teachers have about their black male students and their behavior? • How do those beliefs support effective discipline strategies & practices?

  37. 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

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