Teacher adjusted bias levels are lower in counties with larger demographics of Black students. In counties where teachers hold higher levels of implicit and explicit racial bias have larger adjusted White/Black test score inequalities and White/Black suspension disparities.
Chin, M. J., Quinn, D. M., Dhaliwal, T. K., & Lovison, V. S. (2020). Bias in the air: A nationwide exploration of teachers’ implicit racial attitudes, aggregate bias, and student outcomes. Educational Researcher, 49(8), 566–578.
Black and poor students are suspended from U.S. schools at higher rates than White and nonpoor students. While the existence of these disparities has been clear, the causes of the disparities have not. This study found Black and poor students are, in fact, punished more harshly than the students with whom they fight.
Barrett, N., McEachin, A., Mills, J. N., & Valant, J. (2021). Disparities and discrimination in student discipline by race and family income. Journal of Human Resources, 56(3), 711-748.
This study examines racial gaps in exclusionary discipline for students of different races who are involved in the same disciplinary incident for the same type of infraction.
Shi, Y. & Zhu, M. (2021). Equal time for equal crime? Racial bias in school discipline (EdWorking Paper 21-383). Annenberg Institute at Brown University.
The Equity Blueprint for Action focuses on improving educational outcomes for three student groups: African American, American Indian, and Latinx. This document highlights community- and research informed practices common among the three communities, as well as actions and recommendations specific to each community.
San Diego County Office of Education, (2021).
This new book explores how school leaders can foster equity by building a culture where teachers and students see their purpose and experience success within the school community.
Whitaker, M. "Equity in Schools Begins With Changing Mindsets." Edutopia, (2022).
A collaboration between South County SELPA, the Equity, Disproportionality & Design Project, and the National Center for Urban School Transformation (NCUST), featuring teachers and school leaders from award-winning schools. In this five session series, NCUST Executive Coaches Cara Riggs, Dr. Rupi Boyd, and Dr. Joseph Johnson will teach about five important practices successful schools have used to elevate learning to new levels for all students.
Equity, Disproportionality & Design, (2021).
The San Diego County Office of Education (SDCOE) built a website full of resources to celebrate and honor the culture, history, and contributions of Hispanic Americans. In observance of National Hispanic Heritage Month.
San Diego County Office of Education, (2021).
The majority of children and teens in American schools are people of color. In the past, curriculum excluded the histories, knowledge, and perspectives of those who were not white, male, cisgender, heterosexual, able-bodied and Christian, although people from all groups contributed to the world that we know today. Ethnic studies is essential because it provides young people access to the full spectrum of human knowledge.
Latinx Curriculum Module, (2022)
This article is adapted from a presentation for ZERO TO THREE’s Scientific Meeting held on April 27, 2021. In the presentation Ross Thompson articulated The Development of Social Categories and Preferences by Young Children, Dr. Andrew Meltzoff described his research concerning the ways that young children pick up bias from everyday experience and Dr. Walter Gilliam discussed racial bias exhibited by early childhood educators.
Thompson, R.A., Meltzoff, A.N., & Gilliam, W.S. (2021). Race, Equity, Bias, and Early Childhood: Examining the Research. Zero to Three Journal, 42(1), 5-16.
How to prepare/have courageous conversations with African American children to live in a world that sees their Blackness as a threat and/or less than other human beings.
O'Brien, N., & Tabb, L. "The Black Families' Guide for Talking about Racism." (2020).
