The Trump administration appears to be pushing against diversity, equity, and inclusion efforts, seemingly favoring a return to significant racial exclusions and disparities.
In the initial weeks of his presidency, President Trump has looked to implement several executive orders aimed at discontinuing certain policies. This includes attempts to end positive action initiatives, to dismantle programs aimed at tackling discriminatory practices in employment, and to lift prohibitions against segregation for federal contractors.
Additionally, there have been moves to eliminate programs intended to promote fairness and address racial disparities in areas like healthcare and education. For instance, recent orders are aimed at restricting discussions about race in educational materials, affecting everything from kindergarten through higher education, including military education and even national archives.
A striking recent initiative is an executive order targeting school discipline, which seeks to roll back earlier policies from Presidents Obama and Biden. These prior efforts were designed to ensure that disciplinary actions in schools do not disproportionately impact students based on their race or lead to disparate punishments for students of color.
Statistics show that black students face suspensions and expulsions at rates that are roughly two to three times higher than their white peers. This disciplinary gap cannot be justified purely on the basis of behavioral differences among students. Research indicates that black students are often held to different behavioral standards than their white counterparts, even when engaging in comparable behaviors.
Historically, severe disciplinary actions like suspensions were not commonly used before the 1960s. However, following the desegregation of schools, the rates of suspensions and expulsions for black students have climbed significantly.
For example, Minnijean Brown-Trickey, who was one of the first black students to attend Little Rock Central High School in 1957, was expelled due to the harassment she suffered. During her expulsion, white students cheered, indicating a desire to exclude her and others like her.
In 1972, discussions among national civil rights groups highlighted the systematic pushout of black students from segregated school systems. Notably, many black students were suspended at alarming rates, contradicting court orders aimed at fostering integration and equality.
Research into disciplinary actions in segregated environments shows that racial bias often influences how black students are treated. In one instance, a black male student was disciplined for simply engaging in conversation with a white female. Similarly, a black female student faced consequences for not using traditional deferential language while speaking to white adults. Civil rights advocates have pushed for recognition of these racially charged discipline disparities, which could lead to new regulations under Title VI, currently under threat from the administration.
Reflecting on the history of suspensions and expulsions, particularly regarding harsher treatments of black students, is crucial for fostering meaningful change today. This historical context helps highlight the persistent biases that still exist.
Research indicates that school staff are more likely to misinterpret behaviors exhibited by black students as aggressive or disrespectful compared to those of white students. Such deep-rooted stereotypes contribute to a view of black children as older and less innocent, which affects perceptions of their conduct and their need for support.
Change is possible, as evidenced by California’s recent passage of legislation aimed at preventing schools from categorizing behaviors—like “willful rebellion”—that disproportionately affect black students. Lawmakers recognize that suspensions and expulsions fail to fulfill educational objectives and predominantly impact marginalized students.
The fact remains that exclusionary discipline doesn’t prevent misconduct and ultimately harms students’ educational and life outcomes. It’s imperative for lawmakers across the country to act against unjust discipline practices and to adopt approaches grounded in research for improving school climate.
