This slide was presented to Oakland principals on October 5, 2012. The slide presents research findings conducted by Macheo Payne. The research sought to identify effective discipline practices that reduce the disproportionality of suspension of black male students in Oakland schools. The presentation came after the Oakland school board passed a voluntary resolution plan with the office of civil rights, to address the problem.

1. APPLIED CRITICAL RACE THEORY
Addressing disproportionality of suspension of black
males using CRT as a theoretical frame.
Macheo Payne
KEY TENETS RESEARCH APPLYING CRT
TO CRT REVIEW IN THE
Two tenets of CRT used Primary causes for CLASSROOM
to frame the root cause disproportionality cited Effective elements for
& intervention for in research significantly reducing or
disproportionality eliminating out of class
Teacher Bias referrals of black male
Centrality of Hidden stereotypes students
Whiteness lead adults to hold a
(addressing white more negative Expansive View:
presupposition of “If you fail, I
privilege) Why the
black males. failed.”
‘doll test’ produces
the same results Institutional Bias Emotional
today. Inequality is Flexibility:
reproduced Utilizing a wide
The Challenge to regardless of who array of tools to
dominant ideology leads the institution,
manage their own
i.e. zero tolerance.
(Challenge the emotions.
colorblind myth) or Cultural
race neutral path to Mismatch Black Beliefs
equity (Brown v. students culture is Informing
Board & abolishing pathologized and Practice:
affirmative action, viewed as Commitment to
incompatible with social justice and
etc.).
the educational equity.
setting.

2. Elements of Effective Discipline with Black Male Students
Using the CRT lens to view how teachers effectively address
disproportionality of suspension of black males at the classroom level
Macheo Payne
using CRT in Discipline
EXPANSIVE EMOTIONAL BELIEFS
VIEW FLEXIBILITY INFORMING
“If you fail, I fail.” “Utilizing a wide PRACTICE
array of tools to “Commitment to
Learning manage their own Social Justice and
Focused: emotions.” Equity.”
Academic
engagement is Emotional Background
prioritized over Attunement: Beliefs: Teacher
rule compliance. Able to “read” and can relate to
respond to student institutional racism
In Class disruption from a through reflection
Flexibility: social emotional of personal
Multiple in class lens. experience
strategies and
variety of Productive Personal Charge:
opportunities for Struggle with ‘Authentic caring’
students to access Practice: Teacher & love for the
learning. reflection and students and the art
examination of of teaching.
Student Centered own practice.
Discipline Policy: Override
Reinforcing Oppression:
policies to support Deliberate attempt
building student to address
capacity, not institutional racism
setting them up to and inequity.
fail (3 strikes).
2