The role of race in the Out-of-school suspensions of black students: The perspectives of students with suspensions,their parents and educators |
| |
| Institution: | 1. Louisiana State University, School of Social Work, 209 Huey P. Long Field House, Baton Rouge, LA 70803, United States;2. University of Michigan-Ann Arbor, School of Social Work, United States;1. School of Social Work, University of Minnesota, 105 Peters Hall, St. Paul, MN 55108, USA;2. School of Social Work, Salem State University, 352 Lafayette Street, Salem, MA 01970 USA;1. Graduate School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305-3096, USA;2. University of Denver, Frontier Hall, 2155 S. Race St., Denver, CO 80208, USA;3. Department of Teacher Education and Learning Sciences, North Carolina State University, 208 Poe Hall, 2310 Stinson Drive, USA;1. Department of Psychology, Syracuse University, United States of America;2. Department of Educational Psychology, University of Wisconsin-Madison, United States of America;3. IRL School, Cornell University, United States of America;1. School of Social Work, University of Illinois—Urbana-Champaign, 1010 W. Nevada St., Urbana, IL 61801, United States of America;2. University of Illinois—Urbana-Champaign, 1010 W. Nevada St., Urbana, IL 61801, United States of America |
| |
| Abstract: | The disproportionate out-of-school suspension of Black students is a persistent racial and social justice issue nationwide. We approached this issue sensitized by social construction and critical race theories. Thirty-one youth, 28 caregivers and 19 educators participated in in-depth, semi-structured audio recorded interviews. Most participants viewed racial bias and cultural differences as responsible for the disproportionate suspension of Black youth. Many highlighted educators' negative attitudes toward Black students. Students and caregivers argued that Black students are treated more harshly than White students and are targeted as disciplinary problems. These perspectives suggest that racial bias results in a school culture that pathologizes Black students and their families. Educators also described challenges to responding to student misbehavior including the cultural diversity of the Black student population and their disproportionate exposure to social problems such as poverty that impact school engagement. We discuss implications for how social workers may support the partnering of caregivers, educators and community members to reduce racial bias in schools. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
