Black Girls and School Discipline: Shifting from the Narrow Zone of Zero Tolerance to a Wide Region of Restorative Practices and Culturally Proficient Engagement

Nationally, Black girls experience disproportionate discipline consequences more than any other group of students, starting in preschool with Black girls making up 20% of girls enrolled, but 54% of girls suspended from preschool (Camera, 2017).  Inequitable, exclusionary discipline practices occur because there are many forms of institutionalized racism, including the invisibility, intersectionality, and stereotyping of Black girls.  Implicit biases held by some school officials transform into practices, (supported by policies such as Zero Tolerance), which translate into suspensions and expulsions, and further contribute to the school-to-prison pipeline.  Two scenarios of Black female high school students are examined to compare the implications of Zero Tolerance policies versus Restorative Practices and creating equity through Culturally Proficient Partnerships. The recommendations to reduce the number of suspensions is to not only use Restorative Practices, but also continue to educate and equip teachers and administrators in Culturally Proficient strategies that promote family and community partnerships, which insist on equity and fairness. 

Addressing Inequities in African American Student Achievement: Using Cultural Proficiency and a Dual Capacity Building Framework

Race and disability produce a complex set of challenges for school leaders seeking to provide equitable opportunities for African American students and families. Culturally proficient school leaders and their influence in schools is second only to classroom instruction. Although concern is often focused on student achievement, little attention has been given to how schools have fallen into re-segregation practices that lead to gaps in opportunity and achievement for these students. Realizing that there are steps school leaders can take to address re-segregation practices and inequities, we offer recommendations and strategies for addressing schools' disproportional segments of special education, discipline, and Gifted and Talented Education (GATE) programs by using culturally proficient leadership and a dual capacity building framework

“Doing well in spite of the school”: How African American Students Perceive Achievement, Engagement, and School Climate in the Aftermath of California’s Local Control Funding Formula

The purpose of this mixed methods study was to explore urban African American students’ school experiences based on the aftermath of California’s Local Control Funding Formula (LCFF), focusing on achievement, engagement, and school climate. Survey data and focus groups of 62 participants were analyzed using chi-square, multiple regression, and an iterative process. Findings suggest that students desire information regarding honors courses, stronger teacher/student relationships, and fairer discipline treatment. Effective strategies and practices are recommended including the LCFF’s revisions to have specific goals for African American students