Racial and Ethnic Bias in Scholastic Achievement Awards: A Collective Dual Language Case Study

ABSTRACT

This mixed-methods case study examines data for over 1,500 student awards at two dual language elementary schools collected over the course of two years. Using descriptive statistics, this paper examines student representation by demographics in quarterly scholastic awards. Through document analysis of award descriptions, we analyze how students were selected by their teachers. Using Critical Race Theory (CRT) as a theoretical framework, findings show that across both schools, Latinx students were underrepresented in scholastic awards while White students were overrepresented. After examining and discussing student award data, this paper contextualizes the data within the literature on unconscious bias, inequity in DLBE programs, data-based SWPBIS systems, and explores implications for further research and school-based leadership.

KEYWORDS:

• Dual language bilingual education (DLBE)
• Two-way immersion (TWI)
• School-wide positive behavior interventions and supports (SWPBIS)
• student recognitionawards
• racial bias

Disclosure statement

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