IDRA Releases Report on Student Views of School Discipline and Culturally Responsive Education
(September 4, 2024 • San Antonio) Students are concerned about weak attention to incidents of race- and identity-based discrimination in school. They call for an education that reflects cultural sensitivity and inclusivity. IDRA released today findings of a youth-led research study: The Intersections of Culturally Responsive Education and School Discipline – A Youth Participatory Action Research Case Study of Texas Public Schools.
High school students Manav Lund, Kennedy Moore, Josué Peralta de Jesús, and Shreya Selvaraju investigated intersections of culturally responsive education and school discipline in Texas public schools. They conducted a mixed-methods study to assess their peers’ perspectives through a survey and focus group interviews at high schools in central and north Texas.
The student researchers reported that two major themes emerged: among students based on their identities (race, gender, religion, etc.) in both academic and non-academic settings and school administrative inaction resulting in a failure to address discriminatory behavior.
Students are keenly aware of inequities such as those found in last week’s release by the Associated Press on discriminatory discipline of Black students and how it hinders students’ academic outcomes and leads to student disengagement, among other harms to students.
The Texas student researchers identified consistent themes of academic and social alienation, racial profiling, discriminatory disciplinary practices and other harmful experiences students have in their schools. Participants also expressed dissatisfaction with school lessons that perpetuate harmful stereotypes or overlook crucial historical movements related to civil rights.
With youth participatory action research (YPAR) as the guiding framework, IDRA provided the student researchers with training on the basics of survey research, developing research questions and analyzing results, and IDRA staff served as mentors throughout the project.
“Allegations of curricula becoming too ‘divisive’ or ‘political’ can transform educational institutions into a minefield of sorts, to the detriment of students, as administrations often prioritize avoiding political and financial backlash over cultivating equity,” the student researchers wrote.
Findings suggest that exposure to culturally diverse curricula in the classroom and teachers’ efforts to create spaces for discourse on current social justice issues would lead to greater academic engagement and an overall sense of belonging in schools.
The students’ report urges educators and policymakers to work collectively to foster a more inclusive, equitable and supportive educational environment for all students. And it lists a set of five recommendations:
- Proactively ensure curricula and lesson plans reflect cultural sensitivity and inclusivity.
- Enhance practices regarding culturally sensitive curriculum and provide schoolwide professional development.
- Reduce punitive discipline policies and practices by engaging parents and students.
- Provide guidelines for culturally sensitive content that values authenticity and inclusivity.
- Require training in cultural competency for teacher certification.
At the time of their research, Manav Lund and Shreya Selvaraju attended Round Rock ISD, Kennedy Moore attended Leadership Prep School in Frisco ISD, and Josué Peralta de Jesús attended Harmony Public Schools in San Antonio. They were among the 10 members of IDRA’s inaugural 2022 Youth Advisory Board, which was supported by the Schusterman Family Foundation and Arnold Ventures.
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