This study examined black teachers’ racialized experiences through their experiences of racial microaggressions and the social structures that affect them.
Jones-Frank, T., Powell, M.G., View, J.L., Lee, C., Bradley, J.A., & Williams, A. "Exploring Racialized Factors to Understand Why Black Mathematics Teachers Consider Leaving the Profession." Educational Researcher, (2021), 381-391.
This paper suggests using root cause analysis with educational partners to address issues of equity in discipline.
Sandomierski, T., Martinez, S., Webster, R., Winneker, A., & Minch, D. (2022). From “Quick Fix” to Lasting Commitment: Using Root Cause Analysis to Address Disproportionate Discipline Outcomes. Preventing School Failure, 66(1), 1–13. https://doi.org/10.1080/1045988X.2021.1937025
This journal contains six articles by a variety of authors that focus on equity and unconscious bias. Topics include examining systems and self for racial equity, equity warriors, racial equity through curricular reform, undoing disproportionate discipline, confronting racism together, and championing equity and diversity.
American Association of School Administrators. 2021. “Racial Equity: Examining Systems and Self for Unconscious Bias”. School Administrator, 3(78).
https://www.pageturnpro.com/AASA/98756-March-2021/sdefault.html#page/1
This book will give you the insight you need to combat racism and bias throughout your organization, revitalize your diversity and inclusion efforts, and lead conversations necessary to your organization closer to racial equity. There is a comprehensive slide deck that highlights the most critical information in each of the book's articles and two comprehensive case studies which provide you with an opportunity to think critically and actively on topics.
Livingston, R., Morgan Roberts, L., Williams, J.C., Mayo, A.J. 2020. Racial Justice: Tools for Preparing Your Team for the Future. Boston, Massachusetts: Harvard Business Review https://store.hbr.org/product/racial-justice-tools-for-preparing-your-team-for-the-future/10498
The BELE Framework is a guide for transforming student experiences and outcomes. It’s designed to integrate across every part of the learning experience, from teaching and learning, schoolwide systems and structures, family, caregiver, and community partnerships, and district and state policies while anchoring students at the center.
Building Equitable Learning Environments Network, (2021).
The authors present a comprehnsive analytic framework for examining school discipline patterns in New York City Schools. The authors used school level metrics and ascertained that Black students received the most suspensions and received suspensions at a different rate for the same infractions as their peers.
Rodriguez, L. A., & Welsh, R. O. (2022). The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools. AERA Open, 8(1).
There is a compelling need to reform California’s K-12 system and for additional investment in disadvantaged and minority students that lag far behind, to address these challenges and to reduce systemic inequities. This brief summarizes an economic analysis of three specific – and related – issues facing California’s public school system: students’ failure to complete high school, chronic absenteeism, and disciplinary infractions.
Belfied, C. Rodgriguez, V., Bowden, A.B., Oas, J. (2023). The Economic Benefits of Equity Across California Schools. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 8, 2023. https://transformschools.ucla.edu/research/the-economic-benefits-of-equity-across-california-schools/
This article discusses how school psychologists can adopt and promote evidenced based math practices and it specifically focuses on social responsibility of effective mathematics practices to ensure access, opportunity, and inclusion for all learners.
Hollins-Sims, N. Y., Codding, R. S., & VanDerHeyden, A. M. (2022). The Science of Math: Inclusion, Opportunity, and Social Responsibility. Communique, 50(6), 1–31
Bastable, E., Meng, P., Falcon, S. F., & McIntosh, K. (2023). Using an Embedded Mixed Methods Design to Assess and Improve Intervention Acceptability of an Equity-Focused Intervention: A Methodological Demonstration. Behavioral Disorders, 48(3), 201–211. https://doi.org/10.1177/0198742919880486
Black teachers in Chicago are more likely than their White colleagues to teach economically disadvantaged and lower-achieving students. Moreover, Black teachers systematically teach in schools with significantly worse organizational climates—less effective leadership, fewer collaborative opportunities among teachers, less support for ambitious instruction, and weaker connections to their students’ families than their White peers.
Steinberg, M.P., & Sartain, L. "What Explains the Race Gap in Teacher Performance Ratings? Evidence From Chicago Public Schools." Educational Evaluation and Policy Analysis, 43(1), 2021, 60-82.
