how can we reduce racial disproportionality in school discipline? kent mcintosh university of oregon

How Can We Reduce Racial Disproportionality in School Discipline?

Kent McIntoshUniversity of Oregon

PBIS Center Disproportionality Workgroup

Acknowledgements

Timberly Baker Aaron Barnes Alondra Canizal Delabra Yolanda Cargile Erin Chaparro Soraya Coccimiglio Tai Collins Bert Eliason Erik Girvan Steve Goodman Clynita Grafenreed Ambra Green Beth Hill Rob Horner Don Kincaid

Milaney Leverson Tim Lewis Kent McIntosh Kelsey Morris Rhonda Nese Vicki Nishioka Heidi von Ravensberg Jennifer Rose Therese Sandomierski Russ Skiba Kent Smith Keith Smolkowski

1. Complete some activities to explore disproportionality in school discipline

2. Share an intervention approach for enhancing equity in school discipline

3. Provide time for questions and answers

Overview of Tonight’s Talk

Handouts: http://www.pbis.org

http://pbis.org/

http://pbis.org/

Warm-Up Activity

Context matters!

Warm-Up Activity

Words are displayed in different colors to test “snap decision” making

Easier to identify the color of this word: GREEN (i.e., green) than this word: GREEN (i.e., red)

Warm Up Activity:Stroop Task

Stroop Task (Part 1) Practice Say the color of each word as quickly and

accurately as you can.NORTHEAST TEACHERS ARE THE BESTNORTHEAST TEACHERS ARE THE BEST

Say the color of each word as quickly and accurately as you can

Note the time it takes you to finish

Stroop Task (Part 1) 00

Stroop Task 00

Stroop Task 01

Stroop Task 02

Stroop Task 03

Stroop Task 04

Stroop Task 05

Stroop Task 06

Stroop Task 07

Stroop Task 08

Stroop Task 09

Stroop Task 10

Stroop Task 11

Stroop Task 12

Stroop Task 13

Stroop Task 14

Stroop Task 15

Stroop Task 16

Stroop Task 17

Stroop Task 18

Stroop Task 19

Stroop Task 20

STOP

Stroop Task (Part 2)

Say the color of each word as quickly and accurately as you can

Note the time it takes you to finish

Stroop Task 00

Stroop Task 01

Stroop Task 02

Stroop Task 03

Stroop Task 04

Stroop Task 05

Stroop Task 06

Stroop Task 07

Stroop Task 08

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Stroop Task 11

Stroop Task 12

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Stroop Task 14

Stroop Task 15

Stroop Task 16

Stroop Task 17

Stroop Task 18

Stroop Task 19

Stroop Task 20

STOP

Stroop Task:A test of automatic associations Our brains are wired to look for patterns When we are forced to make quick

decisions, we use our automatic associations to respond

Warm Up Activity #2: Implicit Association Test https://implicit.harvard.edu/ Uses beliefs (stereotypes) and evaluations

(attitudes) associated with social groups Example: Gender-Career IAT

Tests automatic association of MEN more with CAREERS (work outside the home) and WOMEN more with FAMILY

https://implicit.harvard.edu/



Gender-Career IAT (Practice)FemaleFamily

MaleCareer

Jeffrey


MaleCareer

Julia


MaleCareer

Corporation


MaleCareer

Wedding


MaleCareer

Jeffrey


MaleCareer

Julia


MaleCareer

Corporation


MaleCareer

Wedding

Gender-Career IATFemaleFamily

MaleCareer

READY?


MaleCareer

Office


MaleCareer

Children


MaleCareer

Julia


MaleCareer

Rebecca


MaleCareer

Family


MaleCareer

Professional


MaleCareer

Emily


MaleCareer

Parents


MaleCareer

Paul


MaleCareer

John


MaleCareer

Anna


MaleCareer

Business


MaleCareer

Management


MaleCareer

Relatives


MaleCareer

Ben


MaleCareer

Salary


MaleCareer

Corporation


MaleCareer

Michelle


MaleCareer

Daniel


MaleCareer

Jeffrey


MaleCareer

Home


MaleCareer

Career


MaleCareer

Relatives


MaleCareer

Marriage

Gender-Career IAT

DONE

Gender-Career IATFemaleCareer

MaleFamily

Gender-Career IAT (Practice)FemaleCareer

MaleFamily

Ben


MaleFamily

Emily


MaleFamily

Children


MaleFamily

Salary


MaleFamily

Ben


MaleFamily

Emily


MaleFamily

Children


MaleFamily

Salary


MaleFamily

READY?


MaleFamily

Daniel


MaleFamily

Career


MaleFamily

Wedding


MaleFamily

Emily


MaleFamily

Jeffrey


MaleFamily

Professional


MaleFamily

Paul


MaleFamily

Corporation


MaleFamily

Michelle


MaleFamily

Office


MaleFamily

Parents


MaleFamily

Julia


MaleFamily

Anna


MaleFamily

Children


MaleFamily

Business


MaleFamily

Home


MaleFamily

Management


MaleFamily

Relatives


MaleFamily

Ben


MaleFamily

Family


MaleFamily

Rebecca


MaleFamily

Marriage


MaleFamily

John


MaleFamily

Salary

Gender-Career IAT

DONE

What did you notice about completing the activity?

How might patterns of responses on this activity relate to real world interactions?

Think-Pair Share

Unconscious, automatic Based on stereotypes We all have it (even those affected by it) Generally not an indication of our beliefs

and values More likely to influence:

Snap decisionsDecisions that are ambiguous

What is implicit bias?

AttractivenessReal estate agents rated as more attractive

sell homes for significantly higher prices (Salter, Mixon, & King, 2012)

HeightOne inch of height is worth $789 per year in

salary (Judge & Cable, 2004)

Implicit Bias at Work

Implicit Bias in Refereeing (Carlson, 2014)

“the challenge is not a small number of twisted white supremacists but something infinitely more subtle and complex: People who believe in equality but who act in ways that perpetuate bias and inequality.”

-Nicholas Kristof, The New York Times

Implicit Bias and Race

“African Americans are 2.07 times more likely to be searched during a vehicular stop but are 26% less likely to have contraband found on them during a search.”

Dept. of Justice Report:Ferguson Police Department

Police Officers use force when arresting African American children as opposed to White children (Goff et al., 2014)

Arbitrators decide labor grievances in favor of men over women (Girvan, Deason, & Borgida, 2014)

Pediatricians recommend less pain medication for African American children than White children with identical symptoms (Cooper et al., 2012; Sabin & Greenwald, 2012)

Implicit Bias predicts the extent to which…

Likelihood of “Arrest Ad”Black-sounding

name: 60%White-sounding

name: 48%

Bias in Google Web Searches (Sweeney, 2013)

Disproportionality in School Discipline (Losen et al., 2015)

http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/are-we-closing-the-school-discipline-gap




Poverty plays a role, but racial disproportionality remains, even when controlling for povertyAnyon et al., 2014Skiba et al., 2002; 2005Wallace et al., 2008

Addressing Common Questions“Isn't it all really about

poverty?”

No evidence of different base rates of behavior for any subgroupsBradshaw et al., 2010Losen & Skiba, 2010Skiba et al., 2014

Addressing Common Questions

“Aren’t Black boys just more violent?”

No! Our research indicates that disproportionality comes from implicit bias – that we’re not even aware of.Banaji & Greenwald, 2013Greenwald & Pettigrew, 2014van den Bergh et al., 2010

Addressing Common Questions“Are you saying that all

teachers are racist?”

…you’re halfway there.

If you’re aware…

How do we begin to address racial bias without it backfiring?

We all believe that a student’s color should not fate him or her to negative outcomes

Discussing equity and race is uncomfortable

Creating discomfort without providing effective strategies for equity is not productive

In discussing equity and taking steps, we will make mistakes

Assumptions

A 5-pointIntervention Approach to Enhance Equity in School Discipline

http://www.pbis.org/school/equity-pbis


1. Use engaging academic instruction to reduce the support gap (achievement gap)

2. Implement a behavior framework that is preventive, multi-tiered, and culturally responsive

3. Collect, use, and report disaggregated discipline data

4. Develop policies with accountability for disciplinary equity

5. Teach neutralizing routines to address implicit bias

5-point Intervention Approach



Explicit instruction High rates of opportunities to respond Quality performance feedback Progress monitoring and data-based

decision making

1. What do we mean by engaging academic instruction?

(Hattie, 2009)

2007-08 2008-09 2009-10 2010-11 2011-12 2012-130%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

43% 47%36%

28% 24%11%

81% 84%88%

94% 91% 94%

38% 37%

52%

66% 67%

83%

White

Latino

Perc

ent M

eetin

g or

Exc

eedi

ng S

tand

ards

Effects of Engaging Instruction on the Support Gap

Tigard-Tualatin School District (Chaparro, Helton, & Sadler, 2016)

2. How do we make schools more inviting?

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

School-widePBIS

OUTCOMES

Social Competence &Academic Achievement

School-widePBIS

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

Not specific practice or curriculum…it’s ageneral approach

to preventing problem behavior and encouraging

prosocial behavior

Not limited to anyparticular group of

students…it’sfor all students

Not new…based ona long history of

effective educationalpractices & strategies

Vincent et al., 2011 Statistically significantly lower Black-White ODR

disproportionality in 72 schools implementing SWPBIS than in 81 schools not implementing SWPBIS

Vincent et al., 2009 Decreases in ODRs seen across racial/ethnic groups in 69

schools implementing SWPBIS Scott, 2001

Larger decreases in suspensions for Black students when SWPBIS implemented

McIntosh et al., 2014 Sustained decrease in suspensions over eight years of SWPBIS

implementation in an Indigenous school

Effects of PBIS onDiscipline Disproportionality

Ensure equitable access to praise and acknowledgment systems

Develop and revise school-wide systems with active involvement of families, students, and the community

Use regular student and family surveys to assess acceptability and fit

Culturally Responsive SWPBIS Implementation

Student Input &SatisfactionSurveys

Disproportionality Data Guide

3. Using disaggregated data to assess and address equity




4. Implement policies with accountability for equity Equity Policy Guide




Racial Bias

Disproportionate Discipline

5. How can we reduce implicit bias in our decision making?

Racial Bias


Situation

A Multidimensional View of Bias

A specific decision that is more vulnerable to effects of implicit bias

Two parts:Elements of the situationThe person’s decision state (internal state)

What is a Vulnerable Decision Point (VDP)?

National SWIS Data(2011-12)

3,026,367 ODRs6,269 schools47 states, plus DC

Langu

age

Defian

ce/ Disr

espect

Disruption

Fighting

Forge

ry/ Th

eft

Harassm

ent/ b

ullying

Lying/

cheati

ng

M - Defi

ance/

Disresp

ect

M - Disr

uption

M - Dres

s code

M - Lan

guage

M - Other

M - Physi

cal Contac

t

M - Propert

y Misu

se

M - Tard

y0

5

10

15

20

25

5

21

9

51

31

117

1 2 3 31

3

Black

Langu

age

Defian

ce/ Disr

espect

Disruption

Fighting

Forge

ry/ Th

eft

Harassm

ent/ b

ullying

Lying/

cheati

ng

M - Defi

ance/

Disresp

ect

M - Disr

uption

M - Dres

s code

M - Lan

guage

M - Other

M - Physi

cal Contac

t

M - Propert

y Misu

se

M - Tard

y02468

1012141618

4

14

5

21

31

15

10

12

6 6

2

4

WhiteOffice Referrals by Problem Behavior

Art Room

Bathroom/ R

estro

om Bus

Bus Load

ing Zone

Cafeter

ia

Classro

om

Commons/ Common Area

s

Computer La

bGym

Hall/ Bree

ze way

Librar

y

Locker R

oom

Music Room

Off-Campus

Office

Other Locati

on

Parking L

ot

Playgro

und

Speci

al Eve

nt/ Asse

mbly/ Fi

eld tri

p

Stadium

Unknown Lo

cation

Vocational

Room0

10

20

30

40

50

60

70

1 25

0

5

56

1 03

7

1 0 1 13 2

0

9

0 0 1 0

BlackWhite

Office Referrals by Location

12:00AM

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11:30PM0.01.02.03.04.05.06.07.08.09.0

Black

12:00AM

12:30AM

1:00AM

1:30AM

2:00AM

2:30AM

3:00AM

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11:30PM0.01.02.03.04.05.06.07.08.09.0

White

Office Referrals by Time of Day

Subjective problem behaviorDefiance, Disrespect, DisruptionMajor vs. minor

Non-classroom areasHallways

Classrooms Afternoons

VDPs from national ODR data

ambiguit

yLACK OF

contact

fatigueDEMANDS?

Relevance?

As we become fatigued, our filters for appropriate behavior can be affected

Effects of hunger (Gailliot et al., 2009)

Decreases in willpower later in day“The Morning Morality Effect” (Kouchaki & Smith, 2014)

Examples…

Resource Depletion (Girvan et al., 2014)

Outcomes of parole hearings (Danziger et al., 2011)

Resource Depletion in Action

Judges’Snack Break

Judges’Lunch Break

Racial Bias


Situation

Vulnerable Decision PointsSubjective Behavior HungerVague Discipline System FatigueClassrooms Unfamiliar with Student

Multidimensional View of Bias

SWIS Drill Down (www.swis.org)

Add White as a filter (click to “Include in Dataset”).

Click each graph and identify the

patterns.

http://www.swis.org/

When you see unwanted behavior, stop and ask yourself:

1. Is this a VDP? Situation Decision state

2. If so, use an agreed-upon alternative response

Two-step Neutralizing Routine for Staff:

Neutralizing Routines for Reducing Effects of Implicit Bias

Setting event Antecedent Behavior ConsequenceLack of positive interactions with student

Fatigue

Loud complaints about work (subjective behavior)

Send student to office (ODR)

Student leaves class (Escape social interaction)Alternative

Response“See me after class.”

Self-assessment“Is this a vulnerable

decision point?”

1. If-then statement2. Brief3. Clear steps4. Doable5. Interrupts the chain of events

What makes for a good neutralizing routine?

If this is a VDP…, “See me after class/at the next break” am I acting in line with my values? delay decision until I can think clearly ask the student to reflect on their feelings/behavior take two deep breaths recognize my upset feelings and let them go “I love you, but that behavior is not ok” picture this student as a future doctor/lawyer assume student’s best effort at getting needs met model cool-down strategy know that’s Rock Brain talking to me

Neutralizing Routine Examples

School Example

Urban K-8 School

Black/White ODR Risk Ratio = 2.67

Risk Indices

Drill Down: Phys. Aggression on Playground

Black/White ODR Risk Ratio = 4.5

ODRs and observations indicated differences in perceived basketball rules

Team clarified rules for staff and studentsAka “code-switching”

Additional teaching, practice, and acknowledgement

Monitor with ODRs and Black-White RRs

The School PBIS Team’s Intervention

Black-White Risk Ratios Overall

2013-14: 2.67 2014-15 (Sept to Dec): 2.0

Physical Aggression on Playground2013-14: 4.5 2014-15 (Sept to Dec): can’t calculate (1 ODR)

The School PBIS Team’s Intervention Outcomes

Thinking about and discussing solutions is the first step

Try to identify your implicit biases (even if afterwards)

Pick a neutralizing routine and try it out

Big Ideas

Turn to partner and share:One ahaOne questionOne next step

Think-Pair Share and Steps Forward

Contact Information Kent McIntosh

Special Education ProgramUniversity of [email protected] @_kentmc

Handouts: http://kentmcintosh.wordpress.com

Cannon Beach, Oregon © GoPictures, 2010

mailto:[email protected]

https://twitter.com/@_kentmc

how can we reduce racial disproportionality in school discipline? kent mcintosh university of oregon

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