Blog 8: Suspension Rates of African Americans in Comparison with Other Ethnicities and Groups

Introduction

The suspension rate of African American students is a serious issue in the American education system. Studies show that these students face suspensions and expulsions much more often than their peers from other racial and ethnic groups.

Several factors create challenges for African American students in schools. One major issue is the unequal treatment they often receive. Research shows that teachers sometimes have biases that cause them to discipline African American students more harshly than students from other backgrounds for similar behaviors. This unfair treatment can make students feel isolated and mistrustful.

In addition, African American students often do not have access to important resources that can improve their education. Many schools in mainly African American neighborhoods lack funding, which means there are fewer support services, like counseling and mentoring programs. These services are crucial for helping students deal with academic and personal challenges. Without the right support, these students face extra obstacles that can affect their school performance and overall well-being.

Disciplinary actions in schools, like suspensions and expulsions, often affect Black students more than others and contribute to larger unfair practices. A key study by Jayanti Owens from Brown University and Sara S. McLanahan from Princeton University titled "Unpacking The Drivers Of Racial Disparities In School Suspension And Expulsion" points out this serious issue. The researchers note that "punishment early in schooling has consequences for long-term achievement, criminal justice interaction, and well-being." (Brown and McLanahan, 2018)

This statement highlights how early disciplinary actions can lead to lasting problems. Black students facing strict discipline are not only at risk of missing school but also face negative outcomes that can hurt their academic performance and future chances. The ongoing cycle of unfair treatment and lack of support makes these problems worse, leading to significant educational inequalities. These inequalities can deeply affect the lives of African American students, shaping their experiences in school and beyond, often leading to difficulties that continue into adulthood.

These ongoing issues make it clear that we need to reform school discipline policies and practices. It is important to address these inequities so that all students, no matter their race, can have a fair and supportive educational experience that helps them succeed.

In this blog, I will discuss the school discipline policies that hurt the African American community. I will highlight how unfair treatment in disciplinary actions leads to inequalities, showing specific examples where African American students face more consequences than their peers. I will also look at the lack of support in schools and communities, explaining how these places often do not provide the resources and guidance that African American youth need to succeed. Additionally, I will share important research findings from various studies, along with insights from my own research, to show how these issues affect educational outcomes and overall well-being in the community. My goal is to emphasize the urgent need for changes that create fair practices and a more supportive environment for all students.

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Differential Treatment

Research shows that African American students often face discipline based on subjective reasons, like being seen as "disrespectful" or "defiant." These interpretations can be strongly influenced by the implicit biases of teachers and school staff. In contrast, white students are typically disciplined for clearer, objective reasons, such as breaking specific school rules. This difference in how students are treated can lead to a serious issue: African American students get suspended or expelled at much higher rates than white students. This unequal treatment has broader effects, creating a cycle of educational disadvantage and reinforcing systemic inequalities in schools. It is important to address these biases to create a fairer educational environment for all students.

The educational system must create alternatives to exclusionary discipline practices and support students who are affected by suspensions and expulsions. If schools do not find better ways to discipline students, especially African American students, we will see more negative consequences.

According to the article "School Suspension and Expulsion," Black students and students from low-income families are more likely to face metal detectors, video surveillance, and random property searches at school. They will also interact more with school resource officers (SROs), (Jain, Beers, and Padrez 2024). This early exposure to strict security measures can lead to harsher discipline practices and may eventually push some students toward prison.

Lack Of Support

African American students often lack support, which can lead to more behavioral issues and disciplinary actions. For example, without access to school counselors, students who face trauma, stress, or unstable home lives may act out in class. Instead of receiving help or guidance, they may face punishments like suspension or expulsion. In schools without enough mental health resources, behaviors stemming from emotional pain are often misunderstood as defiance or disrespect. This leads to harsher punishments instead of support. This pattern reinforces a cycle where underlying issues are not addressed, pushing students further away from academic success.

Schools with many African American students often face shortages of resources that hurt students' academic and social-emotional outcomes. Here are some key resources they often lack:

1. Counselors and Mental Health Professionals: Many schools do not have enough counselors, psychologists, or social workers. These professionals are vital in supporting students dealing with personal and family challenges.

2. Academic Support Services: Programs for tutoring, mentoring, and specialized teaching staff are often hard to access. This makes it challenging to address individual learning needs and can escalate academic struggles.

3. Extracurricular and Afterschool Programs: Schools may have fewer activities that promote social skills and provide a safe space for students to explore interests, reducing positive engagement opportunities.

4. Culturally Responsive Resources: Educators often lack training in teaching methods that acknowledge students' diverse backgrounds. This can affect student engagement and performance.

5. Technology and Learning Materials: Shortages of updated textbooks, digital tools, and other learning resources can limit students' access to current information and hinder their ability to engage in studies.

When schools do not provide these resources, it creates an environment where behavioral issues often go unaddressed. This results in more frequent disciplinary actions instead of helpful interventions that could support students in overcoming their challenges.

This quote from Sarah Fiarman's book "Unconscious Bias" highlights an important idea: “Deconstructing our unconscious bias takes consistent work. We can’t address it once and be done. We need to recognize these unwanted, deep-rooted beliefs and limit their influence on us. Then our actions will match our intentions.” (Fairman, 2019)

This statement shows that the education system must face its biases and acknowledge the challenges that African American students encounter. Educational institutions need to understand that the support they currently provide is often not enough and is biased. By actively working to break down these systemic barriers, schools can aim to offer fair support that truly meets the needs of African American students. Only then can we create an environment where all students can succeed, reach their full potential, and feel equally valued.

Research Findings

I am currently a teacher at a public school in California, where I conducted research on the suspension rates among African American students. To gather important information, I accessed the suspension report from the California Department of Education. My school serves students from preschool through 5th grade, with a current enrollment of 140 students. Among them, 69 are English Language Learners (ELLs), making up 49.2% of the student body. The demographic breakdown of the students is as follows: 53.5% Hispanic, 22.1% African American, 3.5% Asian, 7.8% Pacific Islander, 4.2% White, and 8.5% identifying as two or more races. Additionally, there are two students from Afghanistan and one from Papua New Guinea, highlighting the school’s multicultural and multilingual environment. Notably, 97.8% of our students are considered socioeconomically disadvantaged, 7.8% are homeless, and 7.1% have disabilities.

This school year, we achieved an impressive suspension rate of 0.0%. According to the California Accountability Model, our school's suspension rate improved significantly, reaching approximately 95.1 points compared to the previous year. This substantial drop indicates that our school has implemented effective strategies to reduce suspensions.

To gain deeper insights, I interviewed several key participants: the 5th-grade instructor, the TSA teacher who is also a parent, and the site supervisor. They generously shared their perspectives on the factors contributing to this notable decrease. Together, they discussed various innovative strategies and practices adopted by the school, which have played a crucial role in achieving this impressive reduction in suspension rates. Their collaborative efforts and commitment to nurturing a positive school environment have made a meaningful impact.

During the interviews, each participant conducted in-depth research and uncovered a troubling trend: African American students experience significantly higher suspension rates than their peers from other ethnic backgrounds. Recognizing the urgent need for change, our school community has proactively addressed this issue over the past few years. We have implemented various targeted strategies focused on supporting African American students, aiming to decrease disciplinary actions and foster a more inclusive and supportive educational environment for all students.

Table 1: Cumulative Enrollment	2024 -2025	2023 - 2024	2022 - 2023
All Students	140	173	223
English Learners	69	89	111
Foster Youth	1	1	2
Homeless	11	16	13
Socioeconomically Disadvantaged	137	168	198
Students with Disabilities	10	26	48
American Indian	0	1	1
Asian	5	6	9
African American	31	37	48
Filipino	0	4	2
Hispanic	75	102	131
Pacific Islander	11	8	11
Two or More Races	12	8	12
White	6	7	9

Table 2:  Suspension Rate	2024 - 2025	2023 -2024	2022 -2023
All Students	0.0%	1.7%	0.9%
English Learners	0.0%	0.0%	0.9%
Foster Youth	0.0%	0.0%	0.0%
Homeless	0.0%	0.0%	0.0%
Socioeconomically Disadvantaged	0.0%	1.8%	1.0%
Students with Disabilities	0.0%	3.8%	0.0%
American Indian	0.0%	0.0%	0.0%
Asian	0.0%	0.0%	0.0%
African American	0.0%	5.4%	2.1%
Filipino	0.0%	0.0%	0.0%
Hispanic	0.0%	0.0%	0.8%
Pacific Islander	0.0%	0.0%	0.0%
Two or More Races	0.0%	0.0%	0.0%
White	0.0%	0.0%	0.0%

Conclusion

I believe that changing school discipline policies can significantly reduce suspension rates and improve student outcomes. When schools use fair and supportive discipline methods, all students, no matter their background, can succeed both academically and socially.

It is important to address unfair discipline practices. This ensures that every student, regardless of their race or economic status, has a fair chance to succeed. For example, using restorative justice practices can create a more inclusive environment that focuses on understanding and healing instead of punishment. This change not only improves the educational experience for students but also helps create a positive school climate where teamwork and respect are valued.

In the end, changing how schools handle discipline can remove obstacles to success. This allows every student to reach their full potential and make a positive contribution to the learning community.

California Department of Education https://www6.cde.ca.gov/californiamodel/studentgroupsreport?&year=2024&cdcode=0110017&scode=&reporttype=schools

Unconscious Bias https://hep.gse.harvard.edu/9781682535851/unconscious-bias-in-schools/

UNPACKING THE DRIVERS OF RACIAL DISPARITIES: School Suspension And Expulsionhttps://mail.google.com/mail/u/0/#search/madyvie%40gmail.com?projector=1