This book introduces the concept of "reflective discipline" as an approach to address the problem of racial disparity.
Why does racism, conscious and unconscious, remain a persistent issue in American society? From blackface worn by public officials to a school district's forcing of the removal of a Black History Month display. Beliefs and opinions related to racism are pervasive and widespread in the collective American mind. America's racist legacy cannot and will not be changed until historically entrenched beliefs are confronted, challenged, and changed.
While focusing on the specific issues that educators face in addressing and eliminating racial disparity in disciplinary perceptions and referrals, the reflective exercises provided in this book are valuable to any reader who wishes to examine programmed unconscious beliefs that can lead to racist behaviors. This is a book that helps the reader to understand the source, purpose, and ways in which stereotypical beliefs and images have been and continue to be reinforced in our present society.
Reflective Discipline is a timely and especially significant book for this time in American life. The exercises can be utilized not only in educational but in other environments, i.e. law enforcement, social service, etc. in which understanding the forces that perpetuate racist beliefs in our society are important to ensuring fair and equitable treatment of all.
Many educators are not aware of the damages they cause in young black boys' lives. These young students entering school for the first time with bright eyes and smiles hoping to learn have contagious energy. They soak in everything, unfortunately, the negative message will outnumber the positives throughout their school years. They soon realize that any small infraction, harsh words, or rule change is usually directed towards them. Zero tolerance is the defining target for them. Total dismissal of these students as "capable of learning" immediately becomes the norm. This book reflects the place where education have fallen short in helping recognize the needs of minority students placed in their care.
