In the New York City school system, the nation’s largest, blacks and Hispanic students are disciplined at a higher rate than white and Asians (“Students of Color are More Likely to Be Arrested in School. That May Change.” The New York Times, Jun. 20). Based on this data alone, critics charge that racism is the reason.
But if that is indeed so, then why does the disparity persist in schools with minority principals and teachers? Why in the world would they be prejudiced against their own kind? I submit that a more likely explanation for the uneven rate is that the behavior of the students warrants it.
In December 2018, a federal commission on school safety agreed when it repudiated disparate-impact analysis. In other words, just because a facially neutral policy results in different disciplinary outcomes does not mean prejudice is the reason.
During the 28 years I taught in the same high school in the Los Angeles Unified School District, teachers walked on eggs when it came to disciplining black and Hispanic students. If anything, there was reverse racism. In light of the legal ramifications, I wouldn’t be surprised if the same thing exists.
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