Dismantling Disproportionality in Practice

María G. Hernández has over a decade of experience partnering with pre-K–12 educators, providing technical assistance and training to develop culturally responsive education systems that address disproportionality and equity. Reed Swier is a former elementary teacher and administrator currently providing culturally responsive training and technical assistance to educators and district leaders. Hui-Ling Sunshine Malone is an educator, researcher, consultant, scholar-activist, and an assistant professor of education at the University California, Santa Barbara.

Contents


Foreword  xi


Preface  xv


Acknowledgments  xvii


1.  Introduction  1

The State of the Work  4

So What Can This Active Equity Work Look Like?  5

Moving Systems  6

Setting the Table for Systems Work: Processes for CR-SE Engagement  7

What to Expect in the Proceeding Chapters  14


2.  Authentic CR-SE: Tackling Beliefs Through Self to System Reflection and Action  15

Why Culturally Responsive-Sustaining Education (CR-SE)?  15

Foundational Understandings (Preconditions) Critical to CR-SE and Self to System Work  17

From Foundational Understandings to CR-SE Self to System Application  24

Connecting Self to System  34

Critical Questions  35


3.  Understanding the Root Cause Analysis Process  37

Framing the Importance of the Root Cause Process  40

Preconditions for Root Cause Analysis  40

The Root Cause Analysis Process  45

Root Cause Analysis Tools  46

Promising System Shifts  56

Conclusion  58

Critical Questions  59


4.  Applying an Inquiry Approach: An Example Root Cause Analysis Process  61

Garner Central School District: Applying a Root Cause Analysis  63

Grounding the Work in a Moral Imperative  64

District Data Analysis  68

Examining Key Policies and Practices  77

Policy and Practice: Code of Conduct and Discipline Referral Form Examples and Advanced Placement, Honors, International Baccalaureate, and Gifted and Talented Form  85

Examining Staff Beliefs  97

Getting to Root Causes  99

Action Planning After a Root Cause Analysis  103

Directions as You Move Through Action Planning  112

Action Planning Tip  112

Avoiding Detours: District Successes and Challenges  113

Conclusion  115

Critical Questions  115


5.  How Can Districts and Schools Leverage Student Voice in Addressing Disproportionality?  117

(Re)Defining Disproportionality  118

Solidifying Sustaining Youth-Adult Partnerships  118

Establishing the Partnership  120

Establishing a Contact Zone  124

Political Education  128

The YPAR Project  128

Conclusion  138

Critical Questions  139


6.  Conclusion  141

From Self to System  142

Commitment to Doing the Work: Voices from CSC CR-SE Work  144

District Example Building Educator and Systemic Capacity  148


Conclusion and What Is Next?  150


Glossary  153


Endnotes  155


References  157


Index  163


About the Authors  171