Towards Ending School Exclusion
Interrogating Successive School Discipline Reforms as Levers for Promoting Racial Equity
A SELECTION OF RECENT RESEARCH RELATED TO STUDENT EXPERIENCES
Crenshaw, K., Ocen, P., & Nanda, J. (2015). Black girls matter: Pushed out, over-policed and under-protected. New York, NY: African American Policy Forum, Center for Intersectionality and Social Policy Studies.
This report, Black Girls Matter, examines how Black girls are disproportionately impacted by school discipline policies, including being pushed out, over-policed, and under-protected. The authors explore how these girls face unique challenges due to the intersectionality of race, gender, and age, leading to higher rates of suspension, expulsion, and criminalization. It calls for reform to address these disparities and create more supportive environments for Black girls in schools.
Dancy, T. E. (2014). The adultification of Black boys. In K. J. Fasching-Varner, R. E. Reynolds, K. A. Albert, & L. L. Martin (Eds.), Trayvon Martin, race, and American justice. Teaching race and ethnicity (pp. 49-55). Rotterdam, The Netherlands: SensePublishers.
In The Adultification of Black Boys, Dancy explores how Black boys are often viewed as older and less innocent than their peers, leading to harsher treatment in schools and society. This adultification is tied to racial stereotypes and contributes to Black boys experiencing disciplinary actions more frequently than White boys. Dancy argues that this bias results in inequities in education and justice and highlights the need for systemic change in how Black boys are perceived and treated.
Epstein, R., Blake, J., González, T. (June 27, 2017), Girlhood Interrupted: The Erasure of Black Girls’ Childhood. Center on Poverty & Inequity, Georgetown Law
Girlhood Interrupted examines the erasure of Black girls' childhoods, showing that they are often perceived as older and more mature than they are, leading to mistreatment in educational and social settings. The study reveals that these girls are frequently subjected to harsher discipline and are less likely to receive support or protection in schools. The authors argue that this misperception negatively impacts Black girls' experiences and calls for a reassessment of how Black girls are treated in both education and society.
Fenning, P., & Johnson, M (2022). Discipline Disparities Among Students with Disabilities: Creating Equitable Environments. Teachers College Press. (Book)
In Discipline Disparities Among Students with Disabilities, the authors explore the disproportionate rates at which students with disabilities face exclusionary discipline practices, particularly among students of color. They discuss how these disparities are compounded by implicit biases and structural inequities in the education system. The book advocates for creating more equitable, supportive environments and policies to reduce discipline disparities and ensure all students receive fair treatment in schools.
