Educator and Student Perspectives on Racial Stress and Coping During Disciplinary Moments

• In Event: Understanding How Educators Interact With and Inform Adolescents’ Ethnic-Racial Identities

Abstract

Background. For almost five decades, Black and Brown students have been disciplined more frequently and more harshly than their White peers (CDF, 1975; CRDC, 2016). Research on the differential selection of students referred for discipline and differential processing of consequences by race and ethnicity demonstrate how the inconsistent application of school discipline can compound racial discipline disparities (Anyon et al., 2014). Disciplinary moments refer to the patterns of educator-student interaction that precipitate disciplinary referrals and consequences (Varus & Cole, 2002). These moments are socially co-constructed between students and educators, where students are singled out due to perceived code of conduct violations. However, disciplinary moments are often shrouded in educator biases and educator expectations of adherence to dominant cultural frames (Irby, 2018; Stephens & Townsend, 2015). Black and Brown youth are aware of discipline disparities and associate differential treatment at school with inequity and discrimination (Bottiani et al., 2017; Hope et al., 2015). Racial stress results from repeated, prolonged exposure to discrimination and negatively impacts youths’ health and wellbeing (Roach et al., 2023; Carter & Helms, 2009; Sue et al., 2008). A growing body of research explores the role of families in supporting racial stress coping among youth (Anderson et al., 2019). However, there is limited research examining school-based racial stress and coping related to discriminatory discipline and how racial stress and coping processes manifest during disciplinary moments between educators and students.

Aims. The current study explored educator and student perspectives on racial stress and coping during disciplinary moments. Adaptively coping with racially stressful events depends upon the appraisal of and perceived ability/preparedness to navigate such events (Anderson & Stevenson, 2019). We considered how educator and student perceptions reflected their school discipline beliefs, racial stress awareness, and coping processes.

Sample and Methods. The diverse sample included 22 U.S. high school educators (teachers, climate staff, counselors, DEI coordinators, administrators; 61% women and gender non-conforming educators, 39% men; 53% White, 33% Black, 13% Latine) and 7 students (57% Latine, 29% Black, 14% Multiracial; Grades 10-12th ) from public and independent schools in the Northeast. Data were collected through eight 75–90-minute focus groups and coded and analyzed using Thematic Analysis (Braun & Clarke, 2012).

Results. Six themes representing educator and student perspectives on school discipline, racial stress, and coping were identified. Educators' perceptions of the purpose of discipline and their engagement with racial stress informed their disciplinary approaches. Students’ awareness of racial stress ultimately influenced their perceptions of discriminatory discipline. Some educators voiced a general under-preparedness in appraising and defusing racially stressful discipline moments, while others denied experiencing racial stress altogether.

Conclusion. Our findings offer insight into understanding educator and youth interpersonal interactions and intrapersonal processes during racially stressful discipline moments. Moreover, perceived discrepancies between the enforcement and alignment of discipline policies, fairness and flexibility of discipline practices, and avoidance and awareness of racial stress may have implications for future research and practice and point to specific areas of intervention to reduce racial discipline gaps, especially for educators.

Authors

• Whitney Polk, University of Delaware

• Sasha C. Mejia-Bradford, University of Pennsylvania

• Emily Aisenbrey, University of Pennsylvania