Girls of Color Researchers: Race, Gender, Sexuality, and Harsh School Discipline Practices

• In Event: 49.024 - Overpoliced and Underserved: Voices of Girls of Color and LGBTQ Youth on Discipline and Punishment

Abstract

Objective: In the past decade, most academic research (Noguera, 2003) and social service support has focused on boys of color. Girls of color youth organizers based in New York City present their findings from a political campaign to examine “School Push-Out.” Students use their experiences and those of their peers to examine how school discipline practices affect their lives. This presentation highlights the research conducted by girls of color who are directly affected by discipline policies in public school.

Theoretical Framework: Critical race feminism (Wing, 2003) guides the framework for this study. Critical race feminism (CRF) examines the intersectional relationship among race, gender, sexuality, and class. CRF researchers have argued that in order to understand social and institutional inequality researchers must center the experiences of those who exist at the interstices of multiple marginalities (Crenshaw, 1995).

Methods and Data: Girls of color researchers conducted a survey where respondents documented their experiences with harsh discipline and identified who they felt was the most disciplined. There were 390 total respondents, which included New York City middle and high school students, parents, teachers and school administrators. Students also conducted two focus groups. One focus group consisted of 4 parents with children in New York City public schools and the other consisted of 4 school administrators who work in New York City public schools. Students also conducted 10 in-depth interviews with New York City high school students, deans, principles, parents, teachers and school safety officers. The majority of the respondents are of color, both young men and women were included in the survey and a number of the respondents identify as a member of the LGBTQ community.

Conclusions: School push-out particularly happens to students of color, lesbian, gay, bisexual and trans* youth. Various forms of oppression including racism, classism, sexism, ageism shape students’ experiences with school discipline. As a result of harsh school discipline practices thest students are “pushed” out of school. Findings suggest that students are subject to “harsh discipline” in order to teach them a lesson. Students are unfairly suspended or punished and denied their right to an education without the opportunity to speak up for themselves. Girls of color, more often than their male peers, are subject to harsh disciplinary consequences for violating the school dress code. Their appearances are more likely to be policed and disciplined. Findings also suggest that students are disciplined based upon racial and gendered biases against girls of color and LGBTQ youth.

Significance: This project, led by young women of color researchers, makes s significant contribution to education, race and gender research. By centering the experiences and frameworks of young women of color who are currently in high school and are directly impacted by school discipline, it provides much needed insight into how girls of color and LGBTQ youth are affected by school discipline. This paper encourages intersectional analyses and student-centered approaches to education research.

Author

• Kate McDonough, Girls for Gender Equity, Inc.