scholarly journals When policy and psychology meet: Mitigating the consequences of bias in schools

2020 ◽  
Vol 6 (42) ◽  
pp. eaba9479
Author(s):  
Jason A. Okonofua ◽  
Amanda D. Perez ◽  
Sean Darling-Hammond
Keyword(s):  
Public Policy ◽  
At Risk ◽  
Black Students ◽  
Racial Inequality ◽  
Scientific Theory ◽  
Pattern Perception ◽  
Psychological Interventions ◽  
Exclusionary Discipline ◽  
Life Outcomes ◽  
Pattern Prediction

Harsh exclusionary discipline predicts major negative life outcomes, including adult incarceration and unemployment. This breeds racial inequality because Black students are disproportionately at risk for this type of discipline. Can a combination of policy and psychological interventions reduce this kind of discipline and mitigate this inequality? Two preregistered experiments (Nexperiment1 = 246 teachers; Nexperiment2 = 243 teachers) used an established paradigm to systematically test integration of two and then three policy and psychological interventions to mitigate the consequences of bias (troublemaker labeling and pattern perception) on discipline (discipline severity). Results indicate that the integrated interventions can curb teachers’ troublemaker labeling and pattern prediction toward Black students who misbehave in a hypothetical paradigm. In turn, integration of the three components reduced racial inequality in teachers’ discipline decisions. This research informs scientific theory, public policy, and interventions.

Introduction

2018 ◽  
Author(s):  
Andrew Valls
Keyword(s):  
United States ◽  
Public Policy ◽  
Social Construction ◽  
Political Theory ◽  
Racial Inequality ◽  
The United States ◽  
Racial Justice ◽  
Color Blind ◽  
American Society ◽  
Liberal Political Theory

The persistence of racial inequality in the United States raises deep and complex questions of racial justice. Some observers argue that public policy must be “color-blind,” while others argue that policies that take race into account should be defended on grounds of diversity or integration. This chapter begins to sketch an alternative to both of these, one that supports strong efforts to address racial inequality but that focuses on the conditions necessary for the liberty and equality of all. It argues that while race is a social construction, it remains deeply embedded in American society. A conception of racial justice is needed, one that is grounded on the premises provided by liberal political theory.

Racial Inequality in Academia: Systemic Origins, Modern Challenges, and Policy Recommendations

2021 ◽  
Vol 8 (1) ◽  
pp. 11-18
Author(s):  
Cydney H. Dupree ◽  
C. Malik Boykin
Keyword(s):  
Public Policy ◽  
Racial Inequality ◽  
Quality Education ◽  
Policy Recommendations ◽  
Scientific Impact ◽  
Protest Movements ◽  
Recruitment And Retention ◽  
Ideal World ◽  
Future Leaders

In an ideal world, academia serves society; it provides quality education to future leaders and informs public policy—and it does so by including a diverse array of scholars. However, research and recent protest movements show that academia is subject to race-based inequities that hamper the recruitment and retention of scholars of color, reducing scientific impact. This article provides critical systemic context for racism in academia before reviewing research on psychological, interpersonal, and structural challenges to reducing racial inequality. Policy challenges include (a) the cultivation of harmful stereotypes, (b) the education of racially ignorant future leaders, and (c) the dedication of resources to science that informs only a few, rather than many. Finally, recommendations specify critical features of hiring, retention, transparency, and incentives that can diversify academia, create a more welcoming environment to scholars of color, and maximize the potential for innovative and impactful science.

Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice

2021 ◽  
pp. 000283122110626
Author(s):  
Miles Davison ◽  
Andrew M. Penner ◽  
Emily K. Penner
Keyword(s):  
Public Schools ◽  
Black Students ◽  
Restorative Justice ◽  
School Discipline ◽  
Student Discipline ◽  
Exclusionary Discipline ◽  
Difference In Difference ◽  
Racial Equity ◽  
Racial Disproportionality ◽  
Suspension Rates

A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices.

Introduction

2020 ◽  
pp. 1-8
Author(s):  
Melissa Schwartzberg ◽  
Daniel Viehoff
Keyword(s):  
At Risk ◽  
Racial Inequality ◽  
Democratic Legitimacy ◽  
Democratic Failure

This chapter introduces the volume and its theme of democratic failure. It highlights the problems of democratic legitimacy, representation, and economic, epistemic, and racial inequality that place democracy at risk. It explains the tripartite structure and summarizes the main arguments of each chapter, drawing connections across the various chapters.

The American State and the Enduring Politics of Race

2016 ◽  
Author(s):  
Desmond King
Keyword(s):  
Public Policy ◽  
Comparative Studies ◽  
Racial Inequality ◽  
Institutional Arrangements ◽  
Policy Outcomes ◽  
Politics Of Race ◽  
American State

The most important scholarly finding about the American state is how the politics of race and racial inequality have shaped all aspects of the state’s structure and policy outcomes. The American state performs and combines the standard functions of maintaining order, delivering public policy, monopolizing the legitimate use of violence and maintaining revenues, but always with effect on the politics of race. The American state’s embrace of the politics of racial inequality mark it out as a key case in comparative studies for researchers developing and testing arguments about democratic states with complex histories and fragmentary institutional arrangements.

scholarly journals Juventude(s) negra e a reprodução das desigualdades raciais no Brasil: políticas públicas de igualdade?

2017 ◽  
Vol 9 (17) ◽  
pp. 80
Author(s):  
Marlene Almeida De Ataide
Keyword(s):  
Public Policy ◽  
Young People ◽  
Racial Inequality ◽  
Black Youth ◽  
Public Policies ◽  
Racial Inequalities ◽  
Racial Relations ◽  
Brazilian Government ◽  
Public Rights ◽  
Nature Play

O presente artigo tem como objetivo refletir criticamente acerca da categoria juventude negra que vive em condições precárias e que permanece à margem da sociedade, pois encontra dificuldades para existir como sujeitos de direitos no que se refere à inclusão no âmbito das políticas públicas consagradas de direitos, pois essas atuam de costas para esses jovens. Parte-se do pressuposto de que o racismo e as desigualdades sociais se constituem nos principais fatores que influenciam e que atingem principalmente as juventudes negras e pobres expressas a partir da segregação sócio-espacial, da discriminação racial e da vivência de pobreza. Os jovens afrodescendentes, além de vivenciarem as dificuldades tradicionais impostas socialmente, encontram barreiras adicionais devido às relações sociorraciais brasileiras. Assim, neste artigo, busca-se um espaço de reflexão, partindo do princípio de que as políticas públicas de cunho universalista têm um papel importante na redução da pobreza, porém limitado no combate à desigualdade racial. Em decorrência disso, somente com a adoção de políticas específicas é que se logrará reverter o quadro da iniquidade racial. Um dos grandes desafios que se impõe ao Estado brasileiro é de criar condições mais igualitárias para a inclusão de jovens no âmbito das políticas públicas de direitos que se destinam a eles.Palavras chave: Juventude. Juventude negra. Desigualdades raciais. Políticas públicas.Black youth(s) and the reproduction of racial inequalities in Brazil: public policies for equality? AbstractThis article aims to reflect critically about black youth category living in poor conditions and remain on the margins of society, for they find it difficult to exist as subjects of rights with regard to the inclusion in the scope of the dedicated public rights policies because they operate with his back to these young people. This is on the assumption that racism and social inequality constitute the main factors that influence and primarily affects poor black youths expressed from the socio-spatial segregation, racial discrimination and poverty of experience The young African descent as well as experience traditional difficulties imposed socially; are additional barriers due to the Brazilian socio-racial relations. So in this article, we seek a space for reflection, assuming that public policies of universal nature play an important role in reducing poverty, but limited in combating racial inequality; as a result, only with the adoption of specific policies is that it will achieve reverse the situation of racial inequality. A major challenge that requires the Brazilian government is towards creating more equal conditions for the inclusion of young people within the public policy of rights that are meant to them.Keywords: Youth. Black youth. Racial inequalities. Public policy.

The Social Pedagogy of Youth Policies in Latin America

2020 ◽  
pp. 82-95
Author(s):  
José Antonio Pérez Islas ◽  
Luis Antonio Mata Zúñiga
Keyword(s):  
Public Policy ◽  
At Risk ◽  
Latin America ◽  
Young People ◽  
Justice System ◽  
Public Policies ◽  
Well Being ◽  
Social Pedagogy ◽  
The Social

This chapter reviews the institutional actions and discourses linked with public policies affecting young people in Latin America, highlighting three large institutions that have impacted this sector in the region: the army, the justice system, and schools, which view young people as a group at risk who must be helped. Next, the chapter discusses youth within the framework of their interactions and well-being, as part of one of the distinctive aspects of social pedagogy—placing it at the center of public policy. Finally, the chapter discusses the relevance of a dialogue between adults and young people that channels the demands, conflicts, and concerns of both in order to produce new youth policies, starting from the recognition of young people through a generational perspective that must be present in all government actions.

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