PLEASE LIKE, SHARE, SUBCRIBE video! Thanks you very much!
For more infomation >> Convicted Former Texas Police Officer Returns To Court For Sentencing - Duration: 1:35. 
For more infomation >> Walk for Literacy on Saturday, Sept. 8 - Duration: 3:32. 
For more infomation >> 24 Kerbey MODERN LUXURY Tiny House For Sale | Lovely Tiny House - Duration: 6:12. 
For more infomation >> మీరు అనుకున్న పనికి అపజయం లేకుండా ఉండాలంటే ఈ తంత్రం పాటించండి | Astrology | Tips for Numerology - Duration: 2:31. 
For more infomation >> Ex-officer gets a rare murder verdict for teen's death - Duration: 0:33. 
For more infomation >> Peter Bell 2: The Hunt for the Czar Crown - Movie - Duration: 1:51:25. 
For more infomation >> Out and About: Are you ready for some football? - Duration: 2:54. 
For more infomation >> Bolles wins silver at World Junior Championship for Crew - Duration: 3:49. 
Hello and welcome to the online module for Risks and Protections for Black Girls' receipt
of Out-of-School Suspensions.
This module presents the results of a quantitative analysis of statewide data from the Minnesota
Linking Information for Kids (Minn-LInK) project.
And, a qualitative study of out-of-school suspensions among Black students, aged 11-17.
My name is Ndilimeke Nashandi, I am a PhD graduate research assistant.
Our project team at the University of Minnesota, School of Social Work includes Minhae Cho,
Ph.D candidate and graduate research assistant, Young Ji Yoon, PhD graduate research assistant,
Priscilla Gibson, Professor in the School of Social Work, and Wendy Haight, Professor
and Gamble-Skogmo Chair.
We are grateful for the financial support of the Gamble-Skogmo endowment and Federal
Title IV-E funding through the Minnesota Department of Human Services and the Center for Advanced
Studies in Child Welfare.
Overview of this module.
This module has two parts.
In part one, we will provide an overview of racial and gender disparities in out-of-school
suspension rates in Minnesota.
In part two, we will discuss Black girls experiences with out-of-school suspensions in an urban
school in the Midwest.
In part three, we will discuss the implications for intervention.
Learning objectives.
This module has three learning objectives.
We expect you to learn about one, the significance of exploring Black girls' out-of-school
suspension, two, Black girls' self-awareness and consciousness concerning the intersection
of racism and sexism, three, your own practice, especially intervention efforts to effectively
address the problem of racial disparities in out of school suspension.
Now, why do child welfare workers need to learn about racial disparities in out-of-school
suspensions?
Suspensions can negatively affect children's well-being, health and academic achievement.
In Minnesota, Black students bear the brunt of these negative consequences even though
they are no more likely than other groups of students to engage in unsafe or rule breaking
behaviors at school.
In other words, they are more harshly disciplined than White students for the same misbehaviors.
Research shows that out-of-school suspensions as a standard practice to deter students'
misbehaviors is largely ineffective in deterring inappropriate behaviors.
Although the suspension of Black boys has been an issue of concern, less attention has
focused on Black girls.
Nationally, Black boys are suspended at a rate three times higher than the rate for
White boys, but Black girls are suspended at a rate six times higher than the rate for
White girls.
To effectively address the persistent problem of racial disparities in out-of-school suspensions,
it is important that we develop prevention and intervention efforts to work with caregivers
and educators.
Now, let's look at research sites and participants.
In our research, we focused on children who received an out-of-school suspension.
In part one, in order to examine whether there are racial and gender disparities in out-of-school
suspension rates, we conducted quantitative analyses.
This study used a secondary dataset from the Minnesota Linking Information for Kids (Minn-LInK)
project.
The sample was 60,827 7th graders, enrolled in Minnesota public schools.
We extracted a sub-sample of 3,326 of the 7th graders suspended in the academic year
2009 to 2010 for this study.
Part 2.
In order to explore the experiences of Black girls, we conducted a qualitative study.
The site of this study was a large, urban school in the Midwest.
Black students who received an out of school suspension during
the 2012-2013 school year
were referred by school administrators.
11 parents and educators of all Black girls with suspensions, also agreed to participate
in the study.
We will now turn to the methods section.
To explore whether there are racial and gender disparities, the Minnesota Automated Reporting
Student System (MARSS) in academic year 2008-2009 was linked to Child Protection Services,
MARSS was also linked to out-of-home placement records from DHS Social Service Information System
and court records from the judicial branch.
To explore Black girls experiences we audiotaped, semi-structured and individual interviews
conducted in a private location in participants' homes or schools.
Interviews were conversation-like with story starters such as, "tell me what happened
to cause your suspension."
In the case of parents we asked, "tell me what happened to cause your child's or your
student's suspension."
Interviews were transcribed verbatim and coded inductively.
I will now present part one, quantitative analysis results.
To conduct a descriptive analysis of the quantitative results, we calculated the racial disproportionality
indexes named RDI.
RDI refers to the ratio of the proportion of suspended students from the subgroup and
its proportion in the general population.
For instance, an RDI of 4 indicates that this subgroup is represented in out-of-school
suspension at 4 times its rate in the general population.
Now let's look at the receipt of out-of-school suspension in 2009.
This table is presenting descriptive analysis results.
Of the 7th graders, 5.5% received out-of-school suspensions in academic year 2009.
While the proportion of male and female students in the entire sample was similar, the majority
of suspended students were male, which was 71.2 percent.
Most students were White students, followed by Black, Hispanic, Native American,
and Asian students.
The proportion of receiving free or reduced price lunch was more than double of non-suspended
students in suspended students, and attendance rate was higher in the non-suspended group
than the suspended group.
The proportion of participating in individualized education program was more than three times
of the non-suspended group in the suspended group.
The proportion of students with emotional and behavioral disabilities was much higher
in suspended students.
Academic achievement was more successful in non-suspended group than in suspended group.
This table presents the disparity of out-of-school suspensions by race.
You will see that the RDI of Black students is 4 times that of other groups in the general
population.
Native American and Hispanic students are also overrepresented in out-of-school suspension,
while White and Asian students are underrepresented.
This table presents the disparity of out-of-school suspensions by race and gender.
We can see in red that Black students have the highest RDIs, in both gender groups.
Namely, for female Black students 3.2 and for male Black students 4.7.
Based on this quantitative analysis result and the fact that there is relatively little
previous research focused on Black girls, we conducted a qualitative study to provide
missing foundational data about Black girls' out-of-school suspension.
Part two presents the results of how Black girls and their parents described the behaviors
for which girls were suspended in contrast to educators, by showing an exemplar for each
result.
I will read the result and give you time to read the exemplar on your own, before I transition
to the next slide.
Result one.
Black girls suspensions result primarily from a break down in relationships with adults
at school.
Result two.
Black girls characterized educators as viewing them negatively and behaving towards them
in ways discrepant with their self-perceptions and experiences in their communities.
Result number three.
They described experiences of educators ignoring or minimizing their calls for help, especially
around issues of verbal harassment, as "Black girl drama".
Result number four.
Black girls also described a policing of their physical appearance, expressiveness of their
communications and silencing of their voices.
Result number five.
Black girls also described protective factors such as parents, teachers and a community
of other Black girls who encouraged positive behaviors.
Result number six.
Black girls describe coping and resisting negative effects of out-of-school suspensions.
I will read this one.
One girl said, "I should make sure like who I hang out with, if they're a bad or
good influence on me.
I'm trying to stay away from them now, because they were always getting conflicts with people
and getting in trouble a lot.
I think he (the educator) was disappointed in me, because it was my first time also having
an OSS ."
This part three presents our conclusions of the results and implications for interventions
and practice work.
From a Black feminist perspective, these results suggest that Black girls are pathologized
in school, in ways that undermine their psychosocial development and educational success.
They also highlight Black girls' self-awareness and critical consciousness concerning the
intersection of racism and sexism, and their resistance to it.
These data are consistent with the literature indicating that Black girls are subjected
to a multiple forms of oppression.
Now, what ways can child welfare agencies and professionals do to improve racial disparities?
By focusing on Black girls, support groups for girls to foster critical consciousness
and promote positive peer support for school success.
Increase educators awareness of the intersection of race and gender on out-of-school suspension
and decide how it affects their own practice and school policies.
As agencies and professionals, we can create corners in school where girls can have "me
time" to debrief individually.
We can also introduce school hours where students and educators can showcase diverse cultural
heritage and create cultural awareness.
This slide presents the references for our work.
Congratulations!
You have completed the module about risks and protections for black girls' receipt
of out-of-school suspensions.
Thank you and have a good day.
Đăng ký:
Đăng Nhận xét (Atom)
Không có nhận xét nào:
Đăng nhận xét