Breaking Down Barriers 2016 CSUC Conference
“The Realities of Disproportionate School Discipline & Urban Children” was the theme for The Center for the Study of the Urban Child’s fall conference on Sept. 10, 2016. Educators from throughout Richmond and other areas were joined by conference speakers Dr. Nicole McZeal Walters, associate director of graduate programs at the University of St. Thomas; Dr. James L. Moore III, associate provost, Office of Diversity and Inclusion at Ohio State University; Dr. Venus Evans-Winters, associate professor of education at Illinois State University; and Mr. Rashad J. Wright, chief schools officer for Virginia Beach City Public Schools.
K-12 School Suspension and Expulsion on Black Children in Southern States.”
Wide-ranging topics included the persistent challenges and issues that lead to urban school children being categorized, stigmatized and targeted for school disciplinary channels. As reported in the September issue of The Advocate, some 1.2 million black students in the United States were suspended from K-12 public schools during the 2011-12 school year, and 55 percent of those suspensions occurred in 13 Southern states, according to a University of Pennsylvania study.
In addition to examining reasons for the suspensions and expulsions for black students, the conference presenters also discussed critical issues facing the U.S. system of education.
Districts in the South also were responsible for 50 percent of black student expulsions from public schools in the United States, further notes the study, “Disproportionate Impact of
The 2015 report that was conducted by the university’s Center for the Study of Race & Equity in Education, also revealed statistics for school districts within Virginia Union University’s reach. In the Richmond, Va. area, 89.7 percent of students suspended were black. In Richmond’s neighboring Chesterfield and Henrico counties, which respectively enroll just 27.5 and 37.3 percent black students, more than 50 percent of suspended students were black.
Dr. Walters believes that the overrepresentation of AfricanAmerican males in special education is a glaring policy issue. “When the issues of overrepresentation occurs, the entire school community—teachers, administrators, school board members, community leaders, and family members— must ask the question, ‘Why is this group of students overrepresented in special education?’” she said. “In many cases, the
answer will lead stakeholders to examine general education program practices and consider strategies—particularly those related to school climate, preferred intervention practices, family involvement, and professional development—that may prevent and/or reduce the incidence of over-representation.” Dr. Walters said that one way to decrease over-representation of black males in special education is to provide teachers with resources such as culturally relevant pedagogy, along with intense professional development and training, to ensure that teachers’ high expectations for students are met. Rashad, who is the father of three sons, said that he “came from two convicted felons.” Yet, he never felt that he would not be successful or productive, thanks to his teachers. Also, many people have preconceived notions about how black males accept support, believing that they only want physical support. “The answer is emotional support,” said Rashad. “It’s hard to be a man of color and navigate society right now. We need to give people permission to love our urban children.”
Center for the Study of the
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