Show Notes
Equity Leadership Now! hosts conversations with equity-conscious leaders from pre-K through university settings who transform structures and strategies for educating students, particularly for those who are marginalized.
In this discussion, host Dr. Jabari Mahiri and special co-host Becca Minkoff converse with Assistant Professor of Health and Social Behavior and Community Health Sciences, Dr. Sean Darling-Hammond on his recent study titled, "No Matter How You Slice It, Black Students Are Punished More: The Persistence and Pervasiveness of Discipline Disparities." Darling-Hammond reveals that through analyzing data representing students across the country from varied socioeconomic groups, he found that Black students face disproportionately high rates of punishment across various forms, including suspensions, school-based arrests, and corporal punishment. These disparities persist despite recent policy changes aimed at addressing them.
“I think there are a lot of things that allow us to humanize data, to think about what it would take to design, and two, use data in a way that allows us to identify and combat racism strategically. And that is what anti-racism is.
“It's about being focused on realizing that, we live in a structurally racist world in many ways, that there are vestiges of slavery, Jim Crow, and racism that persist, and then thinking about how we can take that on intentionally, instead of just saying, well, if we see it, we see it. Well, if we always go through life that way, we'll miss a lot,” Darling-Hammond said.
Dr. Sean Darling-Hammond highlights the importance of data-driven arguments against punitive practices, noting that studies show that such environments worsen student behavior, increase bullying, and harm the school climate. He explains that punitive measures undermine students' sense of connection to teachers and schools, while equity-focused approaches foster inclusion and positive relationships.
Darling-Hammond also offers a response to concerns from parents who may view relationship-oriented approaches as "soft." He suggests that parents generally want schools that treat all children with dignity, where students feel respected and connected to their teachers. He emphasizes that “the purpose of the empathic discipline, the empathic mindset intervention, is to completely change that mindset framework and help teachers remember they got into this because they believe in every kid, every kid's ability to grow, and they are responsible for having a relationship with every kid.”
He emphasizes the role of the Office of Civil Rights Data Collection (OCRDC), which provides disaggregated data on school discipline practices. This data, collected biannually, allows researchers, educators, and civil rights organizations to identify and address disparities in school discipline, particularly racial disparities. He explains that OCRDC data is essential in holding schools accountable for equitable treatment of all students, supporting efforts to ensure that every student has access to an equal educational opportunity.
In response to the overwhelming nature of these findings, Darling-Hammond outlines two critical steps for action for school administrators. First, school leaders should acknowledge the disparities and reflect on how such systemic issues affect students' sense of belonging and school culture. Second, they should commit to making concrete changes to address these inequities. He discusses the impact of programs designed to shift teachers' perceptions and interactions with students, particularly through empathy and relationship-building. These interventions have been shown to reduce racial disparities in discipline, as teachers begin to approach students—especially Black students—more equitably and consistently.
