Educator Bias and Disproportionate Discipline

A majority of the public schools in the United States continue to have a disproportionate amount of Students of Color and students living in poverty receiving a higher number of disciplinary referrals and harsher disciplinary action than their peers for similar behaviors. The purpose of this qualitative study was to understand the experiences and perceptions of social-justice-minded educators about racial biases and stereotypes related to disparate student discipline in schools. By researching educator’s experiences and perceptions about racial biases and stereotypes, we can better understand how this may impact educator and students relationships and identify way to use discipline data to focus interventions