April 7 - April Break - April 20
Ahhh, Spring Break. This is an opportunity for all of us to catch up.
Chapter 3
The Road to Detention is Paved with Good Intentions: Race and Discipline at Riverview
As I read this chapter I reflected on my prior role as dean; it was my job to problem solve with students when they made poor choices. I think about the kids of color and now, too late, what their parents may have been thinking during our phone conversations and meetings. I wish I could go back and open the communication so we could better understand each other.
We don't get any do overs in this job. However, we are in a position to help our cohort learn with us. We have noted that ISD is much like Riverview. What might you share with your teachers to have them consider regarding race and discipline.
(PLEASE KNOW that I am not suggesting you add this to your meeting agenda...just asking us to consider your take aways from the chapter and what you would have teachers consider...)
Chapter 3
The Road to Detention is Paved with Good Intentions: Race and Discipline at Riverview
As I read this chapter I reflected on my prior role as dean; it was my job to problem solve with students when they made poor choices. I think about the kids of color and now, too late, what their parents may have been thinking during our phone conversations and meetings. I wish I could go back and open the communication so we could better understand each other.
We don't get any do overs in this job. However, we are in a position to help our cohort learn with us. We have noted that ISD is much like Riverview. What might you share with your teachers to have them consider regarding race and discipline.
(PLEASE KNOW that I am not suggesting you add this to your meeting agenda...just asking us to consider your take aways from the chapter and what you would have teachers consider...)
What might I share with teachers regarding race and discipline? I would start by sharing our discipline data and the disproportionate disipline of our Latino and low income kids. Teachers need to become aware of stereotypes in our society and how we are all influenced by them (including well-meaning, white educators). What struck me in the chapter was the comment that by a student: "when there's misbehavior, if it's a white student, the teachers seek understanding first; where the teachers just discipline the black students." That's our stereotypes unintentionally at work. I know I have them. I have been thinking about how I correct Judah's close friends who are black. In our district, I think this discipline conversation needs to be with the families of color too, as key stakeholders. There are different cultural norms for discipline and these parents should have a say in what we discipline for and how we discipline, since their kids are being affected the most.
ReplyDeleteRosann,
DeleteWe can show that data to teachers through Homeroom. Homeroom has a report that we can easily pull to show the dis-proportionality of discipline by race and gender. Hopefully, that will start raising awareness.
I like the idea that we include families of color in our discussion on discipline. I feel like we have a lot to learn from them and like you said they are key stakeholders in this conversation.
I agree - we'd need to start with the data. Because we don't have any discipline policies on the books that are overtly racist, so in order to push people to examine intent, we have to begin by demonstrating a disparate impact.
DeleteI might want to share the idea that white students have the automatic benefit of race when it comes to discipline. I found it fascinating that in many cases, no consequence is even given when a white child misbehaves because the teachers (both black and white) are already thinking about how the white parents will advocate for their children...the teachers may even subconsciously anticipate this, so they let their white students off easier than their kids of color for similar offenses.
ReplyDeleteI also thought it interesting how the authors differentiated how parents of different races reacted to discipline - that all groups were supportive of the students but that white parents were more likely to assume students' innocence. Therefore, the authors gave the impression that teachers would think twice about disciplining a white student because of the hoops they may have to jump through vs. disciplining students of color.
DeleteI have actually heard teachers say this very thing - that the fear of a parent confrontation keeps them from responding to some students - often students of very involved, white parents!
DeleteThis chapter makes me sad and reflective. The rules at Riverview were not discriminatory but how they were applied to students were. It was interesting that the students completely recognized what was happening in the hallways and classrooms and the staff did as well to an extent, but not enough to change their behaviors. How do we change the staff's behaviors?
ReplyDeleteI also found it interesting the difference in how parents responded to their students' discipline. It is unfortunate that some teachers did not enforce the rules the same because they were afraid of some parents' reaction. How do we support teachers to allow them to follow the rules without worrying about potential parental consequences?
I keep having questions but no answers at this point. This book keeps raising awareness. I want to know what we can do.
While reading this chapter, I kept remembering something I was taught in one of my teacher prep classes. I don't remember whether it was an article we read or what, but I remember learning that different groups understand discipline differently. The example given was a white, middle class teacher saying to her students, "Will you please join me on the carpet?" The white, middle class students (and, I'd venture to guess, the asian students) understood that this was only phrased as a question to be polite - they understood that their only choice was to join the teacher on the carpet. But, (I was told) African American, Latino/Hispanic, and students living in poverty were more likely to hear the question as a true question and respond with "Nope!" which would then lead to discipline issues.
ReplyDeleteI'm curious now whether research backs this up. Are those kinds of misunderstandings happening in our district? Because I could see those being more like what is seen at elementary in ISD.
Yes, Emily I was the taught the same thing in my teacher prep program. When I was student teaching in urban Seattle, I was very direct and commanding (trying to be culturally in-sync with my student population). When I got my job in Issaquah, my principal had to talk to me about being less direct and more invitational and relational with my students.
DeleteOh my goodness - same! Emily what a great example. I had parent in Seattle actually tell me to be tougher on their kids...one even suggested that all I needed to do was call and she would come up to school with her belt. Needless to say I never called but her method of discipline was completely foreign to me and I worked hard to understand more. It's a shame white students are given passes and that teachers are live in fear of parent reprisals. I'm reading Fostering Resilient Learners in my other book study and the authors talk about how we are the safest generation to live on this planet and yet we're the most afraid. I think many of our teachers are afraid of being completely honest with parents - both in terms of academics and behavior - especially if the student is white.
DeleteIt appears that white students have the instant benefit of race in the area of discipline. I found it amazing that in many cases, no consequence is even given when a white student misbehaves because the teachers – regardless of race - are already thinking about how the white parents will react to having their child disciplined. Fear or anxiety about parent confrontations often may keep a teacher from stopping the negative behavior of a white student – while if they believe the parent will not respond, they may be more likely to respond negatively or with discipline to a child’s misbehavior.
ReplyDelete