Cultural (In)competence and Harsh Discipline: How Implicit Bias “Colors” Schools’ Responses to Black Youth

• In Event: Examining the School-to-Prison-Pipeline

Abstract

When President Obama was elected in 2008, some hailed the coming of a post-racial America. These commentators spoke too soon. One need only look at education data to know that African American youth are being suspended and expelled in alarming rates. According to US Department of Education data, there were about 42 million students enrolled in American schools in the 2009-10 academic year. Black youth accounted for only 18% of the student population, yet they represented 35% of out of school suspensions and nearly 43% of expulsions. Similar (if not worse) disparities can be found in our states’ juvenile justice systems. Those studying disproportionate minority contact (DMC) are quickly learning how local school referrals are often the avenue by which so many African American youth end up in juvenile detention, the juvenile court and state juvenile correctional facilities. This paper uses data collected during focus group in three counties with school administrators and staff, juvenile justice practitioners, and youth service providers to understand how implicit bias and common school discipline strategies exacerbate the school to prison pipeline and DMC.

Author

• Crystal A. Garcia, Indiana University-Purdue University, Indianapolis