Dismantling Anti-Black Racism in Schools Through Professional Learning Communities

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 2
  In Roundtable Session: Centering Equity, Cultural Responsiveness, and Bias Awareness in Professional Learning (Table 11)

Abstract

The disproportionate rates of discipline experienced by Black students significantly impact their learning experiences, shaping their sense of belonging and their ability to develop positive teacher–student relationships. Thus, Black students who experience a sense of belonging and positive teacher–student relationships are less likely to act out in the classroom and are overall more engaged (Scales et al., 2020). The main objectives of this improvement science practice study are twofold: (a) to augment staff knowledge, skills, and awareness concerning the adverse effects of anti-Black, and racial biases on Black students, and (b) to elevate staff awareness of their capacity to either disrupt or perpetuate harm toward students of color by neglecting to face their biases when issuing excessive discipline.

Author

• Bianca Shinn, Sacred Heart University