Community-Based Interventions to Disrupt Racially Disproportionate School Discipline in an Urban School District

• In Event: 16.061 - Roundtable Session 4
  In Roundtable Session: 16.061-4 - Community-Based Interventions to Disrupt Racially Disproportionate School Discipline in an Urban School District

Abstract

This symposium will take a critical look at lessons learned through a case study of a rapidly changing school district with urban characteristics (Milner, 2012) in central New York as it attempts to address its problems with racialized disproportionate disciplinary practices. Each of the four papers in this symposium contributes to a chronological qualitative narrative combined with quantitative disciplinary data that looks across three years of interventions in the district. Using a critical race and whiteness theory framework to unpack the colormuteness (Pollock, 2001) and silencing of race talk (Castagno, 2014) at the district and school level, the papers take a holistic and race-conscious approach to the problem of disproportionate disciplinary practices and the complexities of organizational change.

Authors

• Denise Gray Yull, State University of New York

• Marguerite A. Wilson, Binghamton University - SUNY

• Marion Martinez

• Sean Massey, Binghamton University - SUNY

• Lisa Blitz, Binghamton University - SUNY

• Lawrence Parham