Black Girls Face Disproportionate Discipline in Schools: Watchdog Report
Black girls are experiencing higher rates of exclusionary discipline in public schools compared to girls from other racial backgrounds, a new report from the Government Accountability Office (GAO) reveals. The report, which took nearly a year-and-a-half to complete, was requested by Democratic congressional members including Rep. Ayanna Pressley, former House Speaker Nancy Pelosi, and Rep. Rosa DeLauro. The study sheds light on the concerning disciplinary disparities faced by Black girls in K-12 public schools across the United States, highlighting the need for urgent action to address the issue.
Exclusionary Discipline Disparities
The GAO report found that Black girls had the highest rates of exclusionary discipline, such as suspensions and expulsions, in public schools during the 2017-18 school year. Despite representing only 15% of girls in public schools, Black girls received nearly half of these punishments. Specifically, Black girls accounted for 45% of out-of-school suspensions, 37% of in-school suspensions, and 43% of expulsions for behaviors like defiance, disrespect, and disruption. The study revealed that Black girls faced exclusionary discipline at rates 3 to 5.2 times higher than white girls, with even higher rates for those with disabilities.
Factors Contributing to Discipline Disparities
The GAO report identified various factors that contribute to the disproportionate discipline faced by Black girls in schools. School poverty levels, the percentage of girls with disabilities, the presence of new teachers, and the existence of school resource officers were among the factors linked to increased discipline for Black girls. Additionally, racism, colorism, and biases such as adultification – perceiving Black girls as older and more mature than their peers – were found to play a significant role in the harsher treatment of Black girls in school disciplinary processes.
Impact of Biased Discipline Patterns
The biased discipline patterns observed in schools have profound negative effects on Black girls, impacting their self-esteem and hindering their ability to learn. The report highlighted that these harmful disciplinary practices are especially detrimental for Black girls who also identify as LGBTQ, as they face compounded levels of discrimination and punishment. The disparities in discipline contribute to a cycle of criminalization of Black girls in schools, reinforcing the urgent need for policy changes and interventions to address the issue.
Calls for Action
Rep. Ayanna Pressley emphasized the critical need for intentional, trauma-informed policy changes to address the crisis of criminalization faced by Black girls in schools. She urged Congress to take action based on the damning findings of the report, which underscore the urgent need for systemic reform in education policies. Rep. Rosa DeLauro echoed these sentiments, calling on schools and policymakers at all levels of government to reexamine the use of exclusionary discipline policies that disproportionately harm Black girls.
Presentation of Findings
Pressley and other women members of Congress are scheduled to present the findings of the GAO report, highlighting the importance of addressing disciplinary disparities faced by Black girls in schools. The report’s comprehensive analysis of underlying infraction data and contributing factors to discipline disparities provides a roadmap for policymakers and educators to implement targeted interventions and support mechanisms for Black girls in the education system.
Moving Forward
The GAO report serves as a wake-up call to the education system and policymakers, signaling the urgent need to address the systemic biases and discriminatory practices that harm Black girls in schools. By acknowledging and rectifying the disparities in discipline faced by Black girls, schools can create a more equitable and inclusive learning environment for all students. It is essential for stakeholders at all levels to prioritize the well-being and success of Black girls in education by implementing evidence-based policies and practices that promote fairness and justice in disciplinary processes.
