Elevating School Culture and Student Agency in OUSD High Schools
Alaysia Bobo, EC Oakland Cohort 5 Fellow
I often find myself pondering whether it’s more about the necessity of incorporating more culturally aligned educators to enhance the school environment, or if it’s the absence of student agency within OUSD (Oakland Unified School District) high schools. It could very well be a combination of both factors. For those who might not be familiar with what ‘school/classroom culture’ entails, it simply refers to the underlying values, objectives, and expectations that govern the operation of a school or classroom, tailored to their unique set of principles.
The Dual Approach to Restoring School Culture
In order to restore school culture, one can adopt ideals from two primary strategies: Punitive Measures and Restorative Practices. My focus leans towards identifying effective restorative practices that could potentially prevent students from falling into disciplinary traps. It has been proven that restorative practices foster a safer, more inclusive environment for students, thereby reducing instances of bullying, violence, and generally promoting better conduct.
Data Analysis
An examination of recent data sheds light on a troubling trend within OUSD high schools for the academic year 2022–2023. Unfortunately, 291 of the 557 students suspended from 9th to 12th grade were African American, accounting for 52.2% of high school suspensions. This disproportionate figure raises concerns about the equity of disciplinary actions across different ethnic groups, as well as questions around effective teaching practices.
Exploring Causes
This alarming suspension rate among black students led me to explore the potential link between inadequate teaching and differential response to the misbehavior of Black students compared to their counterparts from other ethnic backgrounds. The absence of proper training and awareness allows for unchecked implicit biases to influence the dynamics within classrooms and overall schools culture.
The Need for Culturally Responsive Teachers
As an African-American student within the OUSD system, I’ve observed an immediate need for staff and administrators to undergo training in culturally responsive teaching practices, and be held accountable for using them. This would empower educators to address minor infractions effectively without overly depending on African American personnel, such as Deans of Culture, coaches, and any other black staff member on campus who’s not in that specific classroom to remind students of the classroom expectations. Moreover, there’s a critical need for OUSD to be more intentional in the hiring process and prioritize the recruitment of culturally representative teachers, especially for core academic subjects, to decrease the high suspension rates among Black students. Sources like EducationWeek supports this approach by highlighting the unique classroom management and pedagogical techniques employed by teachers of the culture in building positive relationships with students, minimizing reliance on suspensions.
Systemic and Policy Solutions
In response to the systemic issues, it’s imperative to question what mechanisms are in place within the school system to guide students towards positive behavior without resorting to suspensions, while also maintaining school expectations. Available strategies include:
- Leveraging school counselors who are committed.
- Engaging in problem-solving or contractual agreements with good counselors.
- Enhancing parental involvement through innovative approaches like Reverse Suspension, where parents spend a day at school instead of the student being sent home.
Empowering Students Through Agency
On a personal note, despite encountering challenges with educators who lack a culturally responsive approach, I’ve come to realize the significance of personal agency in achieving academic success. By taking responsibility for my educational journey and not allowing external influences to sway my mindset or behavior, I’ve managed to maintain focus on my academic goals. This sense of agency, when cultivated among students, can profoundly impact the overall student culture, promoting a more focused and distraction-free learning environment.
Apply Action
In conclusion, addressing the complexities of school culture and student agency in not just OUSD, but in schools all over, require a multifaceted approach, utilizing both systemic reforms and the cultivation of personal responsibility among students. Through a strategic effort to embrace culturally responsive teaching practices and having a sense of agency, we can collectively work towards creating a more inclusive and productive educational experience for all students, increasing our instructional time in the classroom, without distractions.
Resources:
https://learningpolicyinstitute.org/product/wce-positive-school-climate-restorative-practices-brief
