You Can't Fix What You Don't Look At: Acknowledging Race in Addressing Racial Discipline Disparities

Autor/inn/en	Carter, Prudence L.; Skiba, Russell; Arredondo, Mariella I.; Pollock, Mica
Titel	You Can't Fix What You Don't Look At: Acknowledging Race in Addressing Racial Discipline Disparities
Quelle	In: Urban Education, 52 (2017) 2, S.207-235 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916660350
Schlagwörter	Racial Bias; Stereotypes; Discipline; Desegregation Litigation; School Desegregation; School Resegregation; Equal Education; Racial Differences; Racial Attitudes; Racial Segregation; Racial Relations; Intervention + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Klischee; Disziplin; Integrative Schule; Rassenunterschied; Rassenfrage; Rassentrennung
Abstract	Racial/ethnic stereotypes are deep rooted in our history; among these, the dangerous Black male stereotype is especially relevant to issues of differential school discipline today. Although integration in the wake of "Brown v. Board of Education" was intended to counteract stereotype and bias, resegregation has allowed little true integration. Thus, old patterns continue to be reinforced through the ongoing processes of implicit bias, micro-aggression, and colorblindness. Thus, to effectively address inequity, the role of race must be explicitly acknowledged in addressing racial disparities in discipline. We close with a set of recommendations for talking about and "acting" on racial disparities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01