ity is that the race of the educator is not as
important as their mindset.
Indeed, White administrators and others
have had success with students of color when
they have adopted culturally responsive
leadership approaches (Khalifa, Gooden
and Davis, 2016; Smith, 2005), and males
of color have been more successful in schools
with high levels of academic demand and
support (Gregory, Cornell and Fan, 2011;
Harper, 2015).
If history is a guide, the disconnect be-
tween theory and practice will persist if what
is taught about race, equity and social justice
in educator preparation programs is chal-
lenged by what actually happens when am-
bitious new administrators are met with the
daily complexities and frenetic pace of the
job. To combat this, principals need a Black
and Latino male strategy; one that is clear,
regularly discussed and a part of the school
mission. Based on past research, it should
minimally include the three ideas below:
1. Put some respect on their names: Posi-
tively frame males of color.
The first step is to have courageous con-
versations about race and about males of
color. These conversations should address
stereotypes, biases and racism, as well as
teachers’ feelings and observations. Be-
cause such discussions can be awkward for
many, it is important for administrators to
heed the advice of Glenn Singleton and let
teachers know up front that (a) it is alright to
be uncomfortable; (b) everyone’s truth and
feelings are important and will be honored;
and (c) on some issues, we will accept not
reaching closure but will continue on with
our equity agenda.
A combination of data, research, and
a restatement of the vision for the lives of
children might be the best fram ework for
starting courageous conversations. Data can
provide an objective reference and starting
point for such conversations. What we have
found is that while many teachers have heard
of the achievement gap and have a cursory
knowledge of it, they are not aware of and
are often surprised to see the particulars.
Exploring not just its depths but its impacts
on children’s real lives can be helpful, pro-
viding the moral clarion call that some need
to personally engage.
Figure 1. California A-G Completion and Cohort Dropout Percentages
80
70
73
68
60
52
50
46
40
n Asian
37
31
30
n Asian Males
34
n White
28
20
12
10
4
0
4
7
15 17
21
8
n White Males
n Latina/o
n Latino Males
n Black
n Black Males
2015-16 A-G Completion %
2015-16 Cohort Dropout %
Figure 2. California Assessment of Student Performance
and Progress (CAASPP) Results
80
70
75
72
64
60
40
30
53
54
50
n Asian
42
37
37 37
31
24
20
n White
n Latina/o
n Black
18
n Females
n Males
10
0
2015-16 CAASPP ELA:
% Meeting and Exceeding
After discussing the data, research can
then be used to frame and give the num-
bers context. The works of Tyrone How-
ard, Shaun Harper, David Pérez and Victor
Sáenz provide key insights into the lived ex-
periences of and research on males of color.
They also offer useful frameworks for engag-
ing Black and Latino males in the classroom
and on the school campus. In the end, sup-
porting and preparing teachers to rethink
how they teach, engage, perceive and build
relationships with males of color will require
us to first positively frame them.
2. Break the school-to-prison pipeline:
Under-suspend and over-enroll males of
color in challenging courses.
That Black and Latino males get nega-
tively disciplined more than everyone else is
2015-16 CAASPP Math:
% Meeting and Exceeding
not news. In schools and districts with sig-
nificant numbers of males of color, we would
likely see that they are referred, suspended
and put up for expulsion more than any
other group. This is highly problematic, as
the results can include losses of instructional
time, greater disengagement, weaker bonds
with teachers, increases in truancy and
dropout rates, upticks in antisocial behavior,
and a higher risk of incarceration.
Empirical evidence suggests that the dis-
proportionate discipline of students of color
is partly the result of teachers’ perceptions
and racial stereotypes (Milner and Laugh-
ter, 2015; Skiba et al., 2011). Though many
school districts have recently invested in
positive behavior interventions and supports
(PBIS), a major shortcoming of these sys-
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