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ERIC Number: EJ1119239
Record Type: Journal
Publication Date: 2016-Nov
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0013-1784
The Root of Discipline Disparities
Ford, James E.
Educational Leadership, v74 n3 p42-46 Nov 2016
"Having spent my career as a teacher in urban schools with large majorities of black and brown students, I've witnessed the school-to-prison pipeline at work too many times to deny it," writes James E. Ford. In this article, he draws from research and from his personal experience as a teacher to examine the root causes of high suspension and punishment rates for students of color. Some people, he points out, assume that students of color are disproportionately represented in the discipline data because they simply commit more offenses. This assumption is false; black and brown students are more likely than white students to be sent to the office or suspended for the same misbehaviors. Ford suggests instead that a major root of discipline disparities is implicit racial bias--unconscious attitudes about groups of people that influence our decision making. Even the most well-meaning educators come into the classroom with unconscious biases, and recognizing and challenging those biases is the first step to ending racial discipline inequity.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A