This national study provides a comprehensive analysis of the instructional days lost due to out-of-school suspensions in 2015-16 for middle and high school students The study demonstrates how the frequent use of suspensions contributes to stark inequities in the opportunity to learn. This study will help you understand the impact on every social group and students with disabilities.
Losen, D.J., Martinez, P. 2020. Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn. Los Angeles, California: The Civil Rights Project.
https://www.civilrightsproject.ucla.edu/research/k-12-education/school-discipline/lost-opportunities-how-disparate-school-discipline-continues-to-drive-differences-in-the-opportunity-to-learn#:~:text=Info-,Lost%20Opportunities%3A%20How%20Disparate%20Schoo
In its third printing, Fergus, Noguera, and Martin's seminal text continues to help educators understand and educate boys of color within protective school environments.
Fergus, Edward, Noguera, Pedro, and Martin, Margary. 2015. Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys. Cambridge, MA: Harvard Education Press.
This is a recorded webinar that focuses on the interrelationships among race equity mindsets, social and emotional well-being, and outcomes for Black, Latinx and other students of color. Evidence is shared by the panel on why equity in schools is key to improving student outcomes and how educators can shift mindsets to support positive student social and emotional development.
Smith Arrillaga, E., Truong, G., Vasquez, H., Walrond, N., Wiener, R. 2020. Seizing the moment: Race equity mindsets, social and emotional well-being, and outcomes for students (webinar recording). WestEd. https://www.wested.org/resources/race-equity-mindsets-social-emotional-well-being-outcomes-students/
Together with scholars from throughout the nation, Stanford researchers provide educators with relatively simple exercises for middle school school students and their teachers to increase a sense of belonging in boys of color.
Parker Goyer, J, Cohen, Geoffrey L., Cook, Jonathan E., Master, Allison, Apfel, Nancy, Leem Wonhee, Henderson, Amelia G., Reeves, Stephanie L., Okonafua, Jason A., and Walton, Gregory M. 2019. “Targeted Identity-Safety Interventions Cause Lasting Reductions in Discipline Citations Among Negatively Stereotyped Boys.” Journal of Personality and Social Psychology. Advance Online Publication. doi 10.1037/pspa0000152.
