1. Implicit Bias and Cultural Competence Around Race, Disability, Gender and Gender Identity, and Sexual Orientation National Leadership Conference on School Discipline and Climate Presenters: Tia E. Martinez & Joyce James Moderator: Russell Skiba Washington, D.C. October 6, 2014

2. Moving from Deficit Thinking to Actionable Variables  Why would we not take immediate action to reduce disparities? If disproportionality was due to poverty If disproportionality was due to different rates of behavior

3. Can Poverty Explain Disproportionality?  Discipline is related to poverty Poverty makes a significant, but small and inconsistent contribution, but...  Effects of race remain after taking poverty into account

4. Do Black Students Misbehave More?  White students referred more for: Smoking Vandalism Leaving w/o permission Obscene Language  Black students referred more for: Disrespect Excessive Noise Threat Loitering Of 32 infractions, only 8 significant differences: Skiba, R.J., Michael, R.S., Nardo, A.C. & Peterson, R. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. Urban Review, 34, 317-342.

5. Consistent Failure to Support the Differential Behavior Hypothesis  Differences more likely to be minor, rather than major behavior (e.g., defiance) (Gregory & Weinstein, 2008; Wallace et al., 2008)  Discipline disparities persist after controlling for infraction severity (Eitle & Eitle, 2004; Peguero & Sharkarkhar, 2011; Skiba et al., 2011)  Disparities persist after controlling for teacher and peer ratings (Bradshaw et al., 2010) From: Skiba, R.J. & Williams, N. (2014). Are black kids worse? Myths and facts about racial differences in behavior. http://www.indiana.edu/~atlantic/wp-content/uploads/2014/03/African- American-Differential-Behavior_031214.pdf