ERIC Number: ED454342
Record Type: RIE
Publication Date: 2000
Turning "to" Each Other Not "on" Each Other: How School Communities Prevent Racial Bias in School Discipline. A Preliminary Report.
Sandler, Susan; Wong, Francis; Morales, Esther; Patel, Vinay
This report identifies and describes schools with promising practices for preventing racial bias in school discipline, examining connections between the schools' approaches and actual discipline outcomes. The schools selected to be profiled exhibited positive cultural environments and meaningful approaches to discipline. All had predominantly students of color, with most qualifying for free or reduced lunch. None relied on discipline approaches that excluded, alienated, or discarded students. The schools created learning environments that were safe and academically rigorous. All incorporated the idea of turning to one another in both policies and everyday practices. Consistently, they turned to students, families, and each other to solve problems. These schools emphasized approaches that invested in students' growth and development, rejecting the notion that some young people are bad. Discipline policies and practices embodied the school culture. At the district, state, and federal level, it is necessary to develop policies, funding, and legislation that supports caring and culturally responsive schools. Three appendixes present: supplements to school profiles; how to analyze data on suspensions and expulsions; and methodology and sources of information. (Contains 10 references.) (SM)
Descriptors: Culturally Relevant Education, Discipline, Educational Environment, Elementary Secondary Education, Low Income Groups, Minority Group Children, Problem Solving, Racial Bias, School Culture, Student Behavior, Teacher Student Relationship
Justice Matters Institute, 814 Mission Street, Suite 602, San Francisco, CA 94103 ($10). Tel: 415-243-8113; Fax: 415-243-8004; e-mail: email@example.com; Web site: http://www.justicematters.org.
Publication Type: Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Sponsor: San Francisco Foundation, CA.
Authoring Institution: Justice Matters Inst., San Francisco, CA.; Applied Research Center, Oakland, CA.
Grant or Contract Numbers: N/A