Diverse Teachers Reduce Student Suspensions in NYC Schools
A new study in New York City schools reveals that Black, Latino, and Asian-American students are less likely to be suspended when taught by educators who share their racial or ethnic background. This finding underscores the importance of diverse teaching staff and mindful classroom practices.
Increasing the proportion of Latino teachers for Latino students from 20% to 50% could prevent around 1,500 suspensions over a decade. The likelihood of suspension decreases by about 3% for these students when taught by teachers of the same race or ethnicity. The cause of this association is not definitive but may be attributed to positive role models or reduced teacher bias.
Professional learning and induction are vital for all teachers to reflect on and improve their discipline practices. This includes addressing personal fears and biases through regular exchange with colleagues and further training on topics like gender stereotypes and AI use in the classroom. Teachers should also observe and question their classroom behavior, allowing students to see adults as learners.
The study emphasizes the need for diverse teaching staff and mindful classroom practices to reduce suspension disparities. While recruiting more diverse teachers is crucial, all educators must be aware of their biases and strive for continuous improvement in their discipline practices.
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