All eyez on me: Disproportionality, disciplined, and disregarded while Black

ABSTRACT

In this article, we present an extensive overview of inequities in three areas of education: (1) gifted and talented education; (2) accelerated coursework; (3) and discipline. Intersectionality undergirds our focus on these three areas as they go together to paint a disturbing picture of the experiences of Black children in P-12 schools, as well as institutions of higher education. In addition to laying out the culturally assaultive problems, we provide recommendations and resources designed to develop anti-racist, culturally competent educators, along with an equitable education system where Black students are seen as capable, intelligent, good citizens, and humans who are understood and affirmed; thus, “All Eyez on Me” results in dynamic rather than deficit thinking among education professionals.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional Resources

(1) Ford, D.Y. (2022, February 9). Introducing “ebony cinematherapy”: Black students deserve and need culturally responsive school counselors to cope with racialized trauma. https://www.diverseeducation.com/opinion/article/15288347/introducing-ebony-cinematherapy-black-students-deserve-and-need-culturally-responsive-school-counselors-to-cope-with-racialized-trauma

Authors discuss the use of this intervention with Black students to heal from racial trauma. In particular, this strategy can be implemented by school counselors and other individuals in helping professions to help Black students.

(2) Hines, E.M., Fletcher, E.C., Ford, D.Y., & Moore III, J.L. (2021b). Preserving Innocence: Ending adultification and toxic masculinity among Black boys. Journal of Family Strengths, 21(1). 1-11.

In this article, the authors discuss the adultification of young Black boys; present two vignettes to show examples of how boys are adultified; and examine how toxic masculinity may prevent healthy relationships and emotional expressions for Black boys. The authors provide specific recommendations to educators and families.

(3) Moore, III, J.L. & Ford, D.Y. (2021, October 11) When the “gates” are literally and figuratively closed to gifted and talented education for Black students. https://www.diverseeducation.com/opinion/article/15279732/when-the-gates-are-literally-and-figuratively-closed-to-gifted-and-talented-education-for-black-students

The authors discuss making Gifted and Talented (GATE) Programs equitable rather than eliminating the program like the decision made for New York City Public Schools. The authors provide commentary on the direction of GATE.

(4) Moore, III, J.L. & Ford, D.Y. (2021, November 21) Culture Must Be Up Front and Center – Not an Afterthought – in Counseling Black and Other Minoritized Clients. https://www.diverseeducation.com/authors/contact/15284608/donna-y-ford

In this article, the authors discuss the need for providers to hire counselors with an anti -racist paradigm as well as be equipped with culture competency. The authors offer recommendations on how to recruit counselors who are culturally competent and counselors of color.

Notes

1. Due to space limitations, we do not include special education over-referrals and over-representation of Black students. We certainly recognize the inequities, and have written on them elsewhere.

2. To be culturally responsive and inclusive of diversity, we use the terms “parent,” “family,” and “caregiver” interchangeably. Doing so honors the myriad of family structures in Black and other minoritized communities (e.g., extended, nuclear, single, communal, fictive).