Description
Book SynopsisWhy does racism, conscious and unconscious, remain a persistent issue in American society? From blackface worn by public officials to a school district's forcing of the removal of a Black History Month display, beliefs and opinions related to racism are pervasive and widespread in the collective American mind. America's racist legacy cannot and will not be changed until historically entrenched beliefs are confronted, challenged, and changed.While focusing on the specific issues that educators face in addressing and eliminating racial disparity in disciplinary perceptions and referrals, the reflective exercises provided in this book are valuable to any reader who wishes to examine programmed unconscious beliefs that can lead to racist behaviors. This is a book that helps the reader to understand the source, purpose, and ways in which stereotypical beliefs and images have been and continue to be reinforced in our present society.Reflective Discipline is a timely and especially significa
Trade ReviewUpon entry into the arena of formal schooling – molds have been designed and designated by some educators as to the success of many students of color, especially the boys. Depending on the names, gender, and even the address – students who do not look like the educators will have few memorable moments in school. The students (boys) are subject to close scrutiny all day. They will find themselves reacting to situations created by school personnel in ways that guarantee molds cast earlier preconstructed will be filled. Each year discipline forms, sarcasm, bullying, aggressive language suspensions, and expulsion will consume their aspirations and finally their will to become successful. We are beyond “diversity training” for educators, much more is needed. Dr. Martha Bireda’s book should become a must read if we are to help minority students. -- Eunice Moton Wiley, Elementary School Teacher, Curriculum Specialist, Assistant Principal, Elementary School Principal- 35 years
Many educators are not aware of the damages they cause in young black boys’ lives. These young students entering school for the first time with bright eyes and smiles hoping to learn have contagious energy. They soak in everything, unfortunately, the negative message will outnumber the positives throughout their school years. They soon realize that any small infraction, harsh words, or rule change is usually directed towards them. Zero tolerance is the defining target for them. Total dismissal of these students as “capable of learning” immediately becomes the norm. This book reflects the place where education have fallen short in helping recognize the needs of minority students placed in their care. -- Cynthia M. Anderson, Retired Educator from Broward County- 35 years; Elementary Teacher, Assistant Principal, Principal
Table of ContentsDedication Foreword Acknowledgements Workshops Introduction Part I Chapter 1: Racial Disparity in Discipline: A Worsening Problem Chapter 2: Persistent Factors Escalating Racial Disparity in Discipline Chapter 3: New Threats: Adultification and Policing in the Schools Chapter 4: Reflective Discipline Part II Chapter 5: Culturally Conditioned Beliefs Chapter 6: Cultural Conditioning and Disciplinary Practices Chapter 7: African American Cultural Patterns Chapter 8: Cross-cultural Communication Conflicts Part III Chapter 9: Adolescent Development Chapter 10: School Climate and School Discipline Chapter 11: The Discipline Event Analysis Part IV Chapter 12: Reflective Leadership Chapter 13: The “Village” Approach: School Community Partnerships Chapter 14: Evaluating the Process Chapter 15: Seeing with New Eyes Part V: Reflective Exercises Appendix Bibliography About the Author
