Posted on 06/12/2005 7:34:54 AM PDT by southernnorthcarolina
Why are Charlotte's black students suspended more often than whites?
It's a hard-to-answer question, say Charlotte-Mecklenburg Schools officials. But they want to look deeper, they say.
An Observer investigation found black students were nearly four times more likely to be suspended than whites in the 2003-04 school year.
Overall, CMS suspended 8 percent of white students, and 30 percent of black students.
Such disparities also exist nationally and suggest a culture clash in schools, experts say.
"It's a very difficult issue, and it's uncomfortable for folks," says assistant superintendent Susan Agruso. "Part of it may be related to culture. Part of it's poverty ... You don't want to believe there are biases, but the truth is -- there probably are."
African American males made up about 21 percent of all CMS students but 46 percent of those suspended.
African American females were second. They accounted for 26 percent of those suspended -- in contrast to national studies that found white males second.
Charlotte's white students made up 42 percent of the student population but just 20 percent of those suspended. Hispanic students' suspensions were proportional to their population.
"If the bulk of our suspensions are centered around a certain group, our responsibility is to figure out why that's happening and what we can do to correct the situation," Agruso says.
The disparity is biggest in elementary schools, where black students were eight times more likely to be suspended than whites.
Agruso says that may stem from culturally different styles and expectations of behavior.
"A lot of children don't show behavior appropriate for school," she says. "We have kids who haven't learned that you're respectful to teachers, you don't curse in class, you don't get up and walk around."
Significant disparities also exist at Mecklenburg's top-achieving high schools. Myers Park and Providence don't suspend as many students as other high schools. But when they do, most suspensions are of black students.
Just 4 percent of Myers Park's white students were suspended, while 31 percent of black students were suspended.
At Providence, 6 percent of white students were suspended, compared with 37 percent of black students.
Principals at both schools were unaware of the extent of the disparities, but say race plays no role in discipline decisions.
Providence High's Mike Mathews wants to further study the disparities at his school.
Myers Park's Bill Anderson called the gap "absolutely not" acceptable. He wants to expand training for teachers to better understand the culture of poverty, which he believes plays a role.
Poverty and other socioeconomic factors may explain some of the disparity, experts say. In Mecklenburg, black school-age children are four times more likely to live in poverty than white children.
The stresses of poverty can mean less structure at home. Children are exposed to more violence and trauma in poor neighborhoods. And they're more likely to live with single parents who may not have as much time to share with their children.
UNCC researcher Laurie Garo found a link between suspensions and crime. She mapped the address of every CMS student suspended in 2003-04 -- and found them largely clustered in the same impoverished neighborhoods plagued by unemployment, dropouts and crime.
"These kids are being put out of the education process, which leaves them unemployable, prone to poverty and reliant on crime for survival," says Garo.
An Observer analysis of school-crime records found black students were far more likely to be arrested at school than white students. Charlotte-Mecklenburg police made 1,004 arrests on CMS campuses in the 2003-04 school year. Of those arrested, 81 percent were black.
A national study suggests yet another reason for the racial gap in suspensions.
Indiana University's "The Color of Discipline" scientifically adjusted for socioeconomic factors and still found blacks suspended more often -- and for more discretionary reasons.
In Charlotte, 44 percent of all suspensions were for "generally disruptive behavior" and "insubordination." Such behaviors require judgment calls by teachers and principals.
"We have to teach people to be very aware of their biases," says Agruso, "and ask if bias is creeping into how they treat a child."
Cultural differences between white teachers and black students can lead to misinterpretation. Black students talking back to teachers may not be a sign of disrespect, says diversity consultant Tim Wise, but can show engagement, as when churchgoers respond to ministers.
Even black teachers and students can misjudge one another when they come from different backgrounds. Direct confrontation by a teacher is a threat for some students.
"You just learn in certain neighborhoods, you don't back down," says Harvard University's Ron Ferguson, who researches achievement gaps. "If you back down, you're going to get your butt whupped."
Or the disparity may explain poverty.
Yes.
In the forty's and early fifties, black enclaves had married men, stable families, church going people. Stable enclaves, with very low crime. Proud families, working hard, rising up.
Then came the liberal BS. Ruined the close knit communities.
I guess the answer is to suspend more white arbitrarily?
"The answer is known to anyone who has taught both."
Absolutely.
No more calls, please. We have a WINNER!
Grossly politically incorrect, of course. One is not even allowed to consider such a possibility in polite society.
"One is not even allowed to consider such a possibility in a polite society."
That is sad but true. It has come to the point in our society where one dare not mention certain truths lest they be condemned as being rude, crude and raciest.
Cultural differences between white teachers and black students can lead to misinterpretation. Black students talking back to teachers may not be a sign of disrespect, says diversity consultant Tim Wise, but can show engagement, as when churchgoers respond to ministers.
It's official... I have reached the physical limitations of eyes-rolling-back-in-head.
Sing Out, Sister! You are so right, sooooo right. Soooooooo right....
Great quote.
You mean we don't get French Benefits?
The "thing" isn't black and white to the degree mentioned here. The focus should be on those suspended as to whether or not they:
1. Come from a single parent household or guardianship (grandmother, aunt, etc.)
2. Are on public assistance in terms of free lunch.
Learning to respect others starts at home. Follow that trail to school.
Peace.
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