Fix School Discipline Toolkit for Educators | Page 64
Institutional Racism
Institutional racism occurs when schools or districts
remain unconscious of issues related to race or more
actively perpetuate and enforce a dominant racial
perspective or belief, for example, that the attitudes
and abilities of students of color and their families
are a basis for academic or discipline disparities.
It has also been defined as “the power to create an
environment where [racism] is manifested in subtle
or direct subjugation of the subordinate ethnic
groups through a society’s institutions”61 and “as
the unexamined and unchallenged system of racial
biases and residual White advantage that persist in
our institutions of learning.”62 Institutional racism,
which can be seen in schools not only in discipline
practices but in tracking students into low tracks
and allocating fewer resources to schools and classes
with students of color, can lead to “feelings of racial
inferiority for students of color and racial superiority
for white students.” 63
As a start, schools can begin to address disparate
treatment inflicted on students of color by adopting
culturally conscious classroom management
practices and revising their discipline policies to
remove subjective offenses from the menu of options.
Here are a few additional suggestions:
Gain awareness of factors that influence discipline
decisions. Take the Implicit Bias test at
implicit.harvard.edu.
Hire a diverse instructional and administrative
staff. Students of color stay in school longer and
perform better when they have teachers who look like
them and who they can relate to and look up to.64
Examine suspension and expulsion data and
systemically address disproportionate discipline
results. Do this to influence decisions about
discipline policies and to ensure that differential
discipline is not applied to any group of students
based on ethnicity, gender, ability, socioeconomic
status, sexual orientation or any intersection of those
identities.
61 Singleton, Glenn & Linton, Curtis, Courageous Conversations About
Race: A Field Guide for Achieving Equity (2006) , pgs. 41-2.
62 Id., p. 33.
63 Id., p. 44.
64 Tammy, Johnson, Racial Profiling and Punishment in U.S. Public
Schools, Erase Initiative, Applied Research Center, p. 21.
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How we can fix school discipline
Adopt an alternative discipline policy, making
sure to be mindful of and proactively seeking to
combat implicit and explicit racial bias
• Increase the awareness of teachers and
administrators of the potential for bias when
issuing referrals for discipline,
• Utilize a range of consequences in response to
behavior problems and treat suspension as a
last resort65
• Make a concerted effort to understand the
roots of behavior problems, including making
relationships with students and employing a
trauma-sensitive approach,66
• Remove subjective offenses from the menu for
discipline and ensure that every offense has
clear, objective parameters.
Teach Culturally Responsive Classroom
Management (CRCM).67 CRCM is pedagogical
approach to running classrooms for all children in a
culturally responsive way. Using this approach, teachers
• Mindfully recognize their biases and cultural
values and reflect on how these influence
their behavior expectations and interactions
with students;
• Examine the broader, social, economic and
political context in which all members of the
school exist;
• Filter all decision making about the physical
environment in which students learn through
a lens of cultural diversity making sure
that many different cultures, including the
students’ backgrounds, are represented; and
• Commit to building a caring classroom
community by actively developing
relationships with students.
Employ a “So What” Test. While clear behavioral
expectations are necessary to create and maintain
an environment conducive to academic and social
learning, some expectations have more to do with
power and control than a student’s learning. When
a student’s behavior doesn’t conform to a certain
expectation, a teacher or administrator can ask
65 This method is also consistent with current California law. See Cal.
Ed. Code 48900.5(a).
66 See information about Trauma-Sensitive Schools and Districts in this
Toolkit.
67 Information in this section adapted from Metropolitan Center for
Urban Education (2008), Culturally Responsive Classroom Management
Strategies, Steinhardt School of Culture, Education, and Human Development.