In schools, restorative practices offer a positive alternative to punitive forms of discipline that can lead to suspension and the disproportionate
punishment of students of color.
Not exact matches
Recent school safety proposals introduced after Parkland — like potentially arming some teachers and staff — also ignore that
students of color, especially black
students, are more likely to face discipline and
punishment in schools than their white peers, and that many
of these disparities could be exacerbated by recent proposals to arm teachers or increase school security.
Teachers often use reward /
punishment systems such as having
students move to different
colors on a chart to signify compliance or the breaking
of rules.
This entire year I have learned so much about the increase
of punitive
punishment for mostly
students of color, the statistics that show 80 percent
of students are taught by white educators while their classes are filled with
students who have entirely different identities, fact - based knowledge about the brain, trauma, and so many other components
of the educational system that need to be unpacked.
In a letter to governors and state school leaders, U.S. Education Secretary John B. King, Jr., called corporal
punishment «harmful, ineffective, and often disproportionately applied to
students of color and
students with disabilities.»
Further, these
punishments tend to be applied disproportionately to
students of color, low - income
students, and
students with disabilities.
Studies suggest that
students of color are judged more harshly for subjective offenses (e.g. insubordination, disrespect, aggressive behavior, etc.), while white
students receive
punishment more for objective offenses (e.g. weapons, drugs, vandalism, etc.).16 Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002, December).
Today's report builds on previous research about bias and the ways in which
students of color receive harsher
punishments than their peers.