all things are not equal: institutional racial disproportionality & disparity across systems...

All Things are Not Equal: Institutional Racial Disproportionality

& Disparity Across Systems

Joyce James, LCSW-APAssociate Deputy Executive Commissioner

Center for Elimination of Disproportionality and Disparities Texas State Office of Minority Health

©2013 National Association of Social Workers. All Rights Reserved 1

©2013 National Association of Social Workers. All Rights Reserved

Mission of the Center for Elimination ofDisproportionality and Disparities

The mission of the Center is to partner with health and human services agencies, external stakeholders, as well as other systems and communities to identify and eliminate disproportionality and disparities affecting children, families and vulnerable populations.

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Term Definition Most commonly used in:

Disproportionality The fact that some racial or ethnic groups of families and children are represented in various child welfare services populations at levels that are disproportionate to their numbers in the overall family or child population.A

Child welfare

Health Disparity Differences in health outcomes and their determinants between segments of the population, as defined by social, demographic, environmental, and geographic attributes.B

Health and mental health

Disproportionate minority contact (DMC)

The disproportionate number of minority youth that come into contact with the juvenile justice system.C

Juvenile justice

Achievement gap The difference in the performance between each Elementary and Secondary Education Act (ESEA) subgroup (Overall, Asian, Black, Hispanic, White, Free or Reduced Price Meals, Limited English Proficient Students, and Special Education Students) within a participating Local Education Authority (LEA) or school and the statewide average performance of the LEA's or State's highest achieving subgroups in reading/language arts and mathematics as measured by the assessments required under the ESEA.D

Education

Many terms are used to describe racial inequity in outcomes across systems

*Note: Practitioners within a discipline often disagree about precise term definitions. These examples are drawn from reputable organizations and are intended to illustrate the general degree of similarity across systems.Sources: A - Courtney, M., and Skyles, A. (2003). Racial disproportionality in the child welfare system. Children and Youth Services Review, 25, 5, 355-358 B - Center for Disease Control and Prevention (2011). CDC Health Disparities and Inequalities Report. Morbidity and Mortality Weekly Report. Supplement Vol 60. C - U.S. Department of Justice Office of Justice Programs (2012). "About DMC." Retrieved 11/25/2012, from http://www.ojjdp.gov/dmc/about.html D - U.S. Department of Education (2012). "Definitions." Retrieved 11/25/2012, from http://www.ed.gov/race-top/district-competition/definitions. 3

©2013 National Association of Social Workers. All Rights Reserved. 1

http://www.ojjdp.gov/dmc/about.html

http://www.ed.gov/race-top/district-competition/definitions

Term: Disproportionality

Definition*: The fact that some racial or ethnic groups of families and children are represented in various child welfare services populations at levels that are disproportionate to their numbers in the overall family or child population.

Most Commonly Used: Child welfare

*Note: Practitioners within a discipline often disagree about precise term definitions. These examples are drawn from reputable organizations and are intended to illustrate the general degree of similarity across systems.

Source: Courtney, M., and Skyles, A. (2003). Racial disproportionality in the child welfare system. Children and Youth Services Review, 25, 5, 355-358

Terms


Terms (continued)

Term: Health Disparity

Definition: Differences in health outcomes and their determinants between segments of the population, as defined by social, demographic, environmental, and geographic attributes.

Most Commonly Used: Health and mental health

Source: Center for Disease Control and Prevention (2011). CDC Health Disparities and Ineqalities Report. Morbidity and Mortality Weekly Report. Supplement Vol 60.


Terms (continued)

Term: Disproportionate minority contact (DMC)

Definition: The disproportionate number of minority youth that come into contact with the juvenile justice system.

Most Commonly Used: Juvenile justice

Source: U.S. Department of Justice Office of Justice Programs (2012). "About DMC." Retrieved 11/25/2012, from http://www.ojjdp.gov/dmc/about.html


http://www.ojjdp.gov/dmc/about.html

Terms (continued)

Term: Achievement gapDefinition: The difference in the performance between each Elementary and Secondary Education Act (ESEA) subgroup (Overall, Asian, Black, Hispanic, White, Free or Reduced Price Meals, Limited English Proficient Students, and Special Education Students) within a participating Local Education Authority (LEA) or school and the statewide average performance of the LEA's or State's highest achieving subgroups in reading/language arts and mathematics as measured by the assessments required under the ESEA.Most Commonly Used: Education

Source: U.S. Department of Education (2012). "Definitions." Retrieved 11/25/2012, from http://www.ed.gov/race-top/district-competition/definitions.

©2013 National Association of Social Workers. All Rights Reserved. 7

Current (2007-2009) outcomes in Texas:African Americans > 2x as likely to have poor outcomes in every system

Relative rate index for measures across child welfare, health, education, juvenile justice, and criminal justice

Tim

es m

ore

/ les

s lik

ely

than

whi

tes

Outcome

Source: The Interagency Council for Addressing Disproportionality (2011) Texas Health and Human Services Cross System Data. Texas Health and Human Services Commission, Center for the Elimination of Disproportionality and Disparities Texas State Office of Minority Health.

African-American

CPS removals

2009 children in

foster care

2007 diabetes

death-rate

Pre-term

births

2009 referrals t

o

probation

2009 commitments

to juvenile services

School expulsions

“Serious o

r persistent

behavior” expulsions

Hispanic

Anglo

Prison / S

tate

Jail Population

Death Row

CPS HealthEducation Juvenile Justice Criminal Justice

©2013 National Association of Social Workers. All Rights Reserved.

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The Texas ModelData-driven Strategies

Collect, research, analyze, and proactively share data on system outcomes by race and ethnicity

Leadership DevelopmentGrow both systems and community leaders that are courageous and grounded in C.E.D.D. approach

Culturally Competent WorkforceDevelop workforce that reviews and examines its work through an anti-racist and humanistic lens

Community EngagementRecognize strengths of grass roots community, hear its ideas, and include it throughout process

Cross Systems CollaborationShare data, training, and dialogue with systems, institutions, and agencies that serve same populations

Training Defined by Anti-Racist Principles1

Train staff and partners in principles that ensure we work at cultural and institutional levels

An Understanding of the History of Institutional Racism and the Impact on Poor Communities and Communities of ColorDevelop common analysis of racism and history that led to current outcomes


91. For example of Anti-racist principles see “The People’s Institute for Survival and Beyond”

http://www.pisab.org/our-principles

• Data-driven StrategiesCollect, research, analyze, and proactively share data on systems outcomes by

race and ethnicity

• Leadership DevelopmentGrow both systems and community leaders that are courageous and grounded

in C.E.D.D. approach

• Culturally Competent WorkforceDevelop workforce that reviews and examines it’s work through an anti-racist

and humanistic lens


Texas Model

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Texas Model (continued)

• Community EngagementRecognize strengths of grass roots community, hear its ideas, and include it

throughout process

• Cross Systems CollaborationShare data, training, and dialogue with systems, institutions, and agencies that

serve same populations

• Training Defined by Anti-Racist Principles1

Train staff and partners in principles that ensure we work at cultural and institutional levels


1. For example of Anti-racist principles see “The People’s Institute for Survival and Beyond” http://www.pisab.org/our-principles

• An Understanding of the History of Institutional Racism and the Impact on Poor Communities and Communities of Color

Develop common analysis of racism and history that led to current outcomes


Texas Model (continued)

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The Texas Model led to a statewide decrease in removal rates between 2005 and 2010

African-American

Hispanic

Anglo

Disparity (= African American Rate – Anglo Rate)

Source: The Interagency Council for Addressing Disproportionality (2011) Comparison of Stages Data. Texas Health and Human Services Commission, Center for the Elimination of Disproportionality and Disparities Texas State Office of Minority Health.

Rate

of r

emov

al(R

emov

als

/ Alle

gatio

ns)

Year

Rate of removal by racial group


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The decrease was most pronounced in counties where the Texas Model is most developed

African American removal rates pre- and post intervention

Anglo removal rates pre- and post intervention

2005

2005

2005

Pre-

2005

2008

2008

2008

2008

.6% .1%

1.2% .6%

Focus counties (Harris, Tarrant, Dallas, Travis, Jefferson) began community engagement in 2005, 2 years before the rest of the state

Source: Baumann, D. J., Fluke, J. Graham, J. C., Wittenstrom, K., Hedderson, J., Riveau, S., Detlaff, A., Rycraft, J., Ortiz, M. J., James, J. Kromrei, L., Craig, S., Capouch, Sheets, J., Ward, D., Breidenbach, R., Hardaway, A., Boudreau, B., and Brown, N. (2010).Disproportionality in Child Protective Services: The Preliminary Results of Statewide Reform Efforts. Provided to the Texas Department of Family and Protective Services. March.


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Potential Next Steps

• Find an anti-racist training or workshop in your area

Sandy Bernabei, LCSW [email protected]

for help finding resources


• More information about the Center and additional resources (readings, videos, organizations), visit:

The Center website http://www.hhsc.state.tx.us/hhsc_projects/cedd/about/index.shtml

Potential Next Steps


Q & A Conversation

Joyce James, [email protected]

THANK YOU

The post-test will be available on the NASW Lunchtime webpage www.socialworkers.org/lunchtime


all things are not equal: institutional racial disproportionality & disparity across systems...

Documents

rights reservedmission

child welfare system

child population

department of education

racial inequity

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health outcomes

special education students