The resource directory is searchable and contains articles, tools, recordings, and links to websites. The resources are also categorized by topics, including the five Focus Areas suggested by the California Department of Education. Use the Search box below or click on the topical links to access the resources. (Hint: Once you have done an initial search, you will be able to sort the results by Resource Name or Publication Date.)
Experts in the field of education have long voiced concerns about racial and ethnic disparities in the application of school discipline, particularly in regard to the disproportionate number of office discipline referrals (ODRs) that Black students face. According to the American Psychological Association, these behaviors can have long-lasting impacts on students, causing them to have worse mental health and lower grades. A group of researchers are providing fresh insight into the matter by determining how a handful of educators in a single California school district more than doubled the disparity in student disciplinary outcomes between white and Black children.
Tamez-Robledo, N. (2023). When a Tiny Fraction of Teacher File Most School Discipline Referrals. EdSurge. Accessed March 25, 2024.
Moving from disorientation and denial into awakening and active participation, Hill uses this text (in the context of Christian beliefs and behaviors) to tell a story that allows white people to be part of the equity solution.
Hill, Daniel. 2017. White Awake: An Honest Look at What it Means to be White. Downers Green, IL: InterVarsity Press.
Defining white fragility as an active barrier to equity, the author describes the historical and current effects of prevailing paradigms with a call to consciousness and action.
DeAngelo, Robin. 2018. White Fragility: Why It's So Hard for White People to Talk About Racism. Boston: Beacon Press
The book explores how racial identities manifest in public settings and how the expression of identity is received and understood by others. The book is useful for practitioners who seek to gain clarity on how to understand and talk about racial differences in honest and effective ways.
Tatum, B. Why Are All the Black Kids Sitting Together in the Cafeteria? Basic Books: New York, 2003.
The book provides a qualitative look into how disproportionality manifests in schools. It is useful for practitioners who want to understand how daily practices contribute to inequitable outcomes.
Harry, Beth, and Klinger, Janette. Why Are So Many Minority Students in Special Education? Understanding Race & Disability in Schools, 2nd ed. 2014. New York: Teachers College Press.
To better understand why Black teachers leave the profession, it’s important to look at how today’s schools are shaped by decades of institutional racism. Black teachers also experience burnout because they’re often expected to take on additional responsibilities due to their perceived connection to students of color.
Youki, T. "Why Black Teachers Walk Away." Edutopia, (2021).
This articles explains why teachers of color are important to the teaching workforce: Teachers of color force classrooms to break down negative stereotypes, help students understand and confront racism, and prepare students to live in a multicultural society.
Edutopia, (2020).
This document provides suggestions for use of Coordinated Early Intervening Services funds to address issues of equity in school discipline. Suggestions included multi-tiered systems of support, disaggregating data for decision-making, equity-focused professional development, coaching of teachers, and partnering with families.
Austin, Sean, Heidi Von Ravensberg, and Kent McIntosh. 2022. Wise Use of Coordinated Early Intervening Services (CEIS) to Achieve Equity in School Discipline. Eugene, OR: Center on PBIS, https://assets-global.website-files.com/5d3725188825e071f1670246/629fbbf38f28899469117353_Wise%20Use%20of%20Coordinated%20Early%20Intervening%20Services%20(CEIS)%20to%20Achieve%20Equity%20in%20School%20Discipline.pdf (accessed January 30, 2023).
This article discusses the reform efforts of California school districts to reduce the suspension rate of students of color, especially African American Students. Suspension data from 2018-19 is broken down by race and ethnicity. Restorative Justice Programs are discussed as successful programs to reduce suspensions. Use of LCAP funds to develop programs and increase staff to support students is outlined.
Jones, Carolyn. 2020. Years of reform efforts contribute to declining African-American suspension rates in California. Oakland, California: EdSource.
https://edsource.org/2020/african-american-suspension-rate-drops-in-california-after-years-of-reform-efforts/621970
