Race & School Suspensions Series
Written by Wendy Haight, PhD, Gamble-Skogmo Chair
The goal of this blog series is to provide information and encourage discussion of solutions for racial disproportionality in out-of-school suspensions focusing on Black children and families. In this first blog post, we will describe out-of-school suspensions, and why we should be especially concerned about their impact on Black youth and families.
(Note that unless otherwise indicated the empirical studies on which this blog is based are national studies or studies conducted outside of Minnesota. The situation in Minnesota overall, or in particular local community, may look different. References are available upon request).
Suspensions and Black Children
Racial disproportionality in out-of-school suspensions (suspensions) is a persistent, multi-level social justice and child well-being issue affecting not only youth and families, but schools and other social institutions. Suspensions involve removing children from school for up to 10 days. They are imposed by school administrators for behaviors such as noncompliance and fighting.
Nationally, Black children are 3 times more likely than White children to be suspended. Black boys have the highest rate of suspensions—during the 2007-2008 school year, 1 in 5 Black boys received a suspension. Harsh school disciplinary practices are associated with entry into the juvenile justice system where Black youth are overrepresented and experience deeper entrenchment than White youth.
Yet Black students are no more likely than other students to engage in unsafe or rule breaking behaviors at school. Nonetheless, Black youth and their families bear the brunt of the consequences of suspensions.
Why We Should Be Concerned: The Multi-level Problem of Suspensions
Children
Children who receive suspensions may miss academic content necessary to their school success. They also miss crucial educational opportunities including interactions with educators who encourage their achievement and serve as positive role models. Suspensions are associated with lower educational achievement and have been implicated in the racial achievement gap. The educational achievement gap widens as children progress through the elementary-school years. By high school, dropout rates for Black youth are 2 times higher than for White youth.
Suspensions also may increase psychosocial risks to vulnerable youth. A disproportionate number of youth with Individualized Education Programs (IEPs) receive suspensions. Most students with specific learning challenges cannot afford to miss class time, nor can most students with emotional and behavioral challenges afford unsupervised time at home. In general, children who are suspended may feel disconnected from school, be unsupervised at home, and become increasingly involved with the juvenile justice system. Yet suspensions are generally ineffective in reducing students’ chronic, problematic behaviors, and youth with suspensions are rarely referred for professional services to address any underlying issues.
Caregivers and Families
Suspensions also can harm caregivers and families. Youth from low-income and single-parent families have particularly high rates of suspensions. If caregivers must miss work to meet with school administrators or supervise their children, they may risk losing jobs and income. Furthermore, if parents and youth perceive suspensions to be problematic, family-school relationships critical to effective schooling may be damaged.
Family-school relationships are complexly intertwined with issues of race and ethnicity. Historically, socialization for Black children has emphasized education. Both contemporary middle and lower income Black parents view education as paramount for their children, and view their support of education as a parenting strength. Yet many Black children continue to face significant challenges in obtaining an education. Black parents have expressed concerns about disciplinary practices they perceived as unfair and have sought to intervene to protect their boys from unfair treatment.
Educators and Schools
Racial disproportionality in suspensions also can harm educators and schools. In schools with racial disproportionality in suspensions, educators may be vulnerable to criticism of racial insensitivity and bias, inequitable treatment of Black students, poor relationships with Black youth, and failure to address underlying problems. Schools with high rates of suspensions also may come under government scrutiny regarding the safety and appropriateness of the learning environment, as well as the appropriate provision of early intervention for students exhibiting behavior problems.
Next Blog Post
The next blog post on this topic will describe the perspective of Black caregivers on their children’s out-of-school suspensions.