In Mississippi, Wanda Parker’s son was suspended from school after being caught with an iPod Touch, which, she says, administrators mistook for a cellphone. She unsuccessfully pleaded for weeks to get her son admitted back into school. But because of the school district’s zero-tolerance cellphone policy, Parker’s son, who is African American, missed seven weeks of normal instruction and spent 45 days at an alternative school.
School suspensions for nonwhite students in kindergarten through 12th grade have increased by more than 100 percent since 1970, according to a new report. Suspension rates for blacks outgrew those for whites during the same time period, increasing by more than 10 percentage points by 2006, a year in which about a quarter of black students were suspended at least once.
Parker was among a group of parents, administrators, policymakers, judges and academics who convened last week at a press conference at the National Press Club in Washington, D.C., to discuss the report’s findings, its implications and the ongoing problem of school-discipline disparity.
“These zero-tolerance policies dehumanize schools and make them feel more like a prison than a second home,” Parker says. “My son was shamed and deprived of his education.”
The report, entitled “Discipline Policies, Successful Schools, and Racial Justice,” uses data from the U.S. Department of Education’s Civil Rights Office, data collected under No Child Left Behind and data from a sampling of state education agencies to illustrate the widening disciplinary gap between whites and minorities.
Daniel J. Losen of the Civil Rights Project at UCLA, who wrote the report in conjunction with the National Education Policy Center at the University of Colorado, sought to challenge a common misconception: “that some children — especially black children — simply misbehave more than others.” In fact, according to the report, more than 30 percent of black students caught using, or in possession of, cellphones for the first time were suspended, while only 17 percent of white students who committed the same infraction were suspended.
Suspensions for public displays of affection represent a larger gap. Black students caught publicly canoodling for the first time were suspended at a rate three times higher than that of white students who were first-time PDA offenders.