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作者

来源

URBAN EDUCATION,Vol.52,Issue2,P.207-235

语言

英文

关键字

discipline; disproportionality; racial; ethnic disparities; suspension and expulsion; stereotypes; effective disciplinary practices; POSITIVE BEHAVIOR SUPPORT; AFRICAN-AMERICAN STUDENTS; IMPLICIT ASSOCIATION TEST; SCHOOL DISCIPLINE; PREPARING TEACHERS; CO

作者单位

[Carter, Prudence L.] Univ Calif Berkeley, Grad Sch Educ, Berkeley, CA 94720 USA. [Skiba, Russell] Indiana Univ, Sch Psychol Program, Bloomington, IN USA. [Arredondo, Mariella I.] Indiana Univ, Equ Project, Bloomington, IN USA. [Pollock, Mica] Univ Calif San Diego, Educ Studies, San Diego, CA 92103 USA. [Pollock, Mica] Univ Calif San Diego, Ctr Res Educ Equ Assessment & Teaching Excellence, San Diego, CA 92103 USA. Carter, PL (reprint author), Univ Calif Berkeley, Grad Sch Educ, 1501 Tolman Hall, Berkeley, CA 94720 USA. E-Mail: plcarter@berkeley.edu

摘要

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.