This book examines disproportionality in education, focusing on issues of social justice for diverse and marginalized students. It addresses disproportionality as an indicator of biased practices and uses social justice as the frame for conceptualizing disproportionality historically and as a means to improve educational practice. Chapters explore the historical issue of disproportionality in education; outcomes experienced by racially and ethnically diverse students and students with disabilities, including discipline, bullying, and academic achievement; and ways in which social justice can inform policy and practice to make a positive impact reducing disproportionality in education.
Key areas of coverage include:- Methodological and statistical concerns in disproportionality research in education.
- Reviews research and data on disproportionality in education (e.g., disciplinary exclusion, bullying, seclusion and restraint, corporal punishment, school-based arrests, and academic achievement).
- Social justice as a theoretical and legal driver for change in policy and practice.
- Educational assessment and intervention practices designed to address disproportionality in education.
Disproportionality and Social Justice in Education is a must-have resource for researchers, professors, and graduate students as well as clinicians, practitioners, and policymakers across such disciplines as clinical child and school psychology, educational psychology and teaching and teacher education, social work and counselling, pediatrics and school nursing, educational policy and politics, public health, and all interrelated disciplines.
Author(s): Nicholas Gage, Luke J. Rapa, Denise K. Whitford, Antonis Katsiyannis
Series: Springer Series on Child and Family Studies
Publisher: Springer
Year: 2022
Language: English
Pages: 303
City: Cham
Preface
Contents
Editors and Contributors
About the Editors
Contributors
Part I: Foundations: Understanding Disproportionality in Historical, Legal, Theoretical, and Methodological Terms
Chapter 1: Ever Since Little Rock: The History of Disciplinary Disparities in America’s Schools
History and Structural Racism
The Ordeal of Desegregation: America After Brown
1954–1964: Massive Resistance
1964–1972: The Beginnings of Desegregation
The End of Massive Resistance: The Beginning of Disproportionality
Segregation’s New Form?
Overall Black–White Suspension Disparities
Increased Disciplinary Disproportionality After School Desegregation
Explanations for Post-segregation Increases in Disproportionality
Student Behavior and Parent/Community Failure
Systemic Issues
Black Student/White Teacher Mismatch
Fading of the Desegregation Consensus
The War on Drugs and Zero Tolerance: Mass Incarceration and Mass Exclusion
Origins of the War on Drugs
Zero Tolerance and School Policing in the Context of the War on Drugs
Disproportionate Impact on Black and Brown Students
Discussion: Exclusionary Discipline as Third-Generation Segregation
Summary and Conclusions
References
Chapter 2: Civil Rights and the Birth of Special Education
Prohibiting Discrimination: Action in the Courts
Plessey v. Ferguson and the Separate but Equal Doctrine
Brown v. Board of Education and the End of Separate but Equal Doctrine
Students with Disabilities and the Right to Education Cases
Pennsylvania Association for Retarded Children v. Pennsylvania (1972)
Mills v. Board of Education of the District of Columbia (1972)
Prohibiting Discrimination and Ensuring the Educational Rights of Students with Disabilities: Federal Legislation
The Civil Rights Act of 1964
The Elementary and Secondary Act of 1965
The Education of the Handicapped Act
Two Federal Paths to Improve the Education of Students with Disabilities
The Nondiscrimination Path: Section 504 of the Rehabilitation Act
The Educational Grant Path: Education for All Handicapped Children Act
Amendments to the Education for All Handicapped Children Act
The Americans with Disabilities Act of 1990
Prohibiting Discrimination and Ensuring the Educational Rights of Students with Disabilities: Federal Regulations
Regulations and the Civil Rights Act of 1964
Regulations and the Section 504 of the Rehabilitation Act of 1973
Regulations and Individuals with Disabilities Education Act
Reshaping Educational Policy to Advance Social Justice
References
Chapter 3: Theoretical Perspectives Guiding the Study of Disproportionality in Education
Important But Atheoretical: Descriptive Approaches to Studying Disproportionality
Descriptive, Sociodemographic Approaches
Moving Beyond Description: Incorporating Theory to Explain Disproportionality
Disability Studies and Disproportionality
Critical Approaches and Disproportionality
Critical Race Theory
Dis/ability Critical Race Studies
QuantCrit
Structural Theory and Disproportionality
Conclusion
References
Chapter 4: Methodological Issues and Debates in the Study of Disproportionality in Education
Policy and Research
Descriptive Metrics
Comparative Metrics: Effect Sizes
Other Comparative Metrics
Comparing Different Disproportionality Research Approaches
Addressing Issues of Rigor and Control Variables
Conclusion
References
Part II: Understanding Disproportionality Through Contemporary Data
Chapter 5: Disciplinary Exclusions
Disparities in Disciplinary Exclusions
Consequences of Disciplinary Exclusions
Advancing Empirical Evidence of Disproportionate Discipline: An In-Depth Analysis of the 2017–2018 Civil Rights Data Collection (CRDC)
Conclusion
References
Chapter 6: Bullying Victimization and Perpetration
Disproportionate Involvement in Bullying
Harassment Versus Bullying
Advancing Empirical Evidence of Disproportionate Bullying: An In-Depth Analysis of the 2017–2018 Civil Rights Data Collection (CRDC)
Current State of Disproportionate Disciplinary Exclusions
References
Chapter 7: Seclusion and Restraint
History of Seclusion and Restraint
Concerns with Seclusion and Restraint in Schools
Lack of Policies or Guidelines
Disproportionate Use of Seclusion and Restraint
Inappropriate Use of Seclusion and Restraint
Safety Concerns over Seclusion and Restraint
Excessive Use of Seclusion and Restraint
Emotional Trauma
Lack of Research Support
Legal Issues Regarding Seclusion and Restraint
National Trends on Seclusion and Restraints: An in Depth Analysis of the 2017–2018 Civil Rights Data Collection (CRDC)
Recommendations
Conclusion
References
Chapter 8: Corporal Punishment
Legal Precedence on Corporal Punishment
The Effects of Corporal Punishment on Children
Disproportionate Use of Corporal Punishment
Advancing Empirical Evidence of Disproportionate Corporal Punishment: An In-Depth Analysis of the 2017–2018 Civil Rights Collection Data (CRDC)
Current State of Disproportionate Disciplinary Exclusions
Conclusion
References
Chapter 9: School-Based Law Enforcement Referrals and Arrests
Referral to Law Enforcement and Arrests
School Resource Officers
The School-to-Prison Pipeline
Zero-Tolerance Policies
State Disorderly Laws
Advancing Empirical Evidence of Disproportionate Arrests: An In-Depth Analysis of the 2017–2018 Civil Rights Data Collection (CRDC)
Current State of Law Enforcement Referrals and Arrests: Implications for Practice
References
Chapter 10: Academic Achievement
Advancing Empirical Evidence of Disproportionate Academic Achievement: An In-Depth Analysis of the 2017–2018 Civil Rights Collection Data (CRDC)
Measures
Advanced Placement Courses
Data Analysis
Results
Current State of Disproportionate Enrollment in AP Courses
References
Part III: Addressing Disproportionality: The Current Moment and Beyond
Chapter 11: A Movement Toward Equity and Social Justice: Grounded in Theory, Realized in Practice
Children, Equity, and Social Justice
Inequity and Disproportionality in Education
Segregation Occurring Through Twenty-First Century Education Practices
Education Funding
Identification and Academic Placements
Exclusionary Discipline
Life Trajectories and Societal Perceptions
Theories Framing the Movement and What We Know
Critical Race Theory
Intersectionality
Systems Theory
Realizing Social Justice in Education and Practice
Addressing Bias and Culturally Responsive Teaching
Recruitment and Retention
Professional Learning
Addressing Bias
Culturally Sustaining Pedagogy
Positive Discipline
Conclusion
References
Chapter 12: Reshaping Disproportionality Educational Research to Advance Social Justice
Social Justice in Education: Culturally Relevant Pedagogy
Long-Term, Effective, and Sustainable Training
Cultural Competency and Cultural Responsivity to Meet Student Needs
Future Educational Research
Conclusion
References
Chapter 13: Reshaping Educational Policy to Advance Social Justice
Current Educational Policy Regarding Social Justice
The Necessity for Change in Policy
Teacher Preparation
Representation Matters
Mentoring Relationships
Restorative Justice and Student Involvement
Parents and the Greater Community as Part of the Solution
Empower Students and Parents with Information
Looking Toward the Future
References
Chapter 14: Designing Educational Interventions to Advance Social Justice
Embedding an Equity Focus into Positive Behavioral Interventions and Supports
The Center on PBIS Equity Problem-Solving Process
Step 1: Problem Identification
Step 2: Problem Analysis
Step 3: Plan Implementation
Step 4: Plan Evaluation
Case Studies of Implementation
Haley Elementary School
Steps in the Problem-Solving Model
Alcorn Elementary School
Steps in the Problem-Solving Model
Walter Marshall Elementary School
Steps in the Problem-Solving Model
Milton Elementary School
Steps in the Problem-Solving Model
Similarities and Differences Across the Schools
Similarities
Differences
Summary and Recommendations
References
Index
