![]() The question is how we can address it.” – Linda K. “At the end of the day, the question is not whether or not we have bias. This will help all children succeed and help reduce suspensions and expulsions, especially for boys, children of color, and children with disabilities. By working to consciously and intentionally recognize and overcome our biases, we can stop them from having a negative effect on the way we interact with children and families. Implicit biases become harmful when they affect decisions made about how children are treated at school, which in turn affects their chances at succeeding in school and later in life. Our implicit biases often come out when we must make quick decisions under stress, and we may end up relying on unconscious stereotypes. If teachers expect bad behavior, they watch children more closely and punish them more often.Įveryone has some implicit biases it is part of being human. Implicit bias contributes to the discipline gap, especially for Black boys. ![]() They are also more likely to be disciplined for behaviors that are not well defined, such as “having a bad attitude.” ![]() ![]() fact, children of color, boys, and children with disabilities are likely to be more harshly disciplined than other children for the same behaviors. Studies of school-age children have also found that schools are more likely to suspend or expel lower income children and children with a disability. Studies have found that providers/teachers are more likely to suspend or expel children who are Black, boys, and older (e.g., 4-year-olds). – What Barriers Might I Run Into and What Are Solutions?ĭisproportionality exists in early childhood suspensions and expulsions by age, gender, race, and ability. ![]()
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