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DHS Youth In Focus Student Research Scholars Davis High School – Davis, CA

Expectations of Student Performance at Davis High School: Are They Different by the Race/Ethnicity of the Student? ------------------. DHS Youth In Focus Student Research Scholars Davis High School – Davis, CA Monday, May 17, 2004 Powerpoint Presentation and

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DHS Youth In Focus Student Research Scholars Davis High School – Davis, CA

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  1. Expectations of Student Performanceat Davis High School:Are They Different by the Race/Ethnicity of the Student?------------------ DHS Youth In Focus Student Research Scholars Davis High School – Davis, CA Monday, May 17, 2004 Powerpoint Presentation and 2004 Background Data Concerning Educational Equity Contact: Jann Murray-García, M.D., M.P.H. (530) 753-7443 or jmurgar@pacbell.net

  2. How do expectations contribute to racial/ethnic differences in academic achievement, class placement, and discipline patterns? An Exploratory Study

  3. FOCUS GROUPS Asian (Northeast) – Chinese, Japanese, Korean Asian (Southeast) – Vietnamese, Filipino, IndonesianAsian (Western) – Indian, Pakistani, Iranian, etc. Black/African American/AfricanLatino – English-SpeakingLatino – Spanish-Speaking Mixed Race Native American White

  4. Written SurveyN= 551 >67% Response rate, based on class enrollment343 Whites, 34 Blacks, 86 Asians,53 Latinos, 21 Mixed Race, 0 Native Americans, and 2 No Race Indicated

  5. Focus Groups: Teacher Expectations of Students’ Racial/Ethnic GroupI think more depends on the person…There’s some slackers, some smart people. (Black student)They pretty much treat everyone the same. Not on your race, but, like, by your intelligence. (Southeastern Asian)

  6. Written Survey: Teacher Expectations of Students’ Racial/Ethnic GroupWhites: 25% above average, 59% same, 1.5% below average, 14% IDK*Blacks: 3% above average, 29% same, 35% below average, 32% IDKLatinos: 4% above average, 40% same, 49% below average, 8% IDKAsians: 36% above average, 38% same, 0% below average, 26% IDK Mixed: 10% above average, 33% same, 19% below average, 38% IDK*IDK = I Don’t Know

  7. Written Survey: Counselor’s Expectations of Students’ Racial/Ethnic GroupWhites: 16% above average, 55% same, 1% below average, 28% IDKBlacks: 3% above average, 47% same, 32% below average, 18% IDKLatinos: 11% above average, 43% same, 28% below average, 15% IDKAsians: 23% above average, 47% same, 1% below average, 33% IDK Mixed: 10% above average, 48% same, 19% below average, 29% IDK

  8. Focus Group: Classmates Expectations of Students’ Racial/Ethnic GroupI wasn’t so good academically in elementary school, but my classmates thought I should excel. (East Asian student)Basically, because I’m like the only Black student in the classroom. It’s just me…Like nobody wants to be my partner. It hurts sometimes. (Black student)

  9. Focus Group: Classmates Expectations of Students’ Racial/Ethnic Group(partly paraphrased)Classmates NEVER want to partner up with ELL students because they think they will fail. Students never include ELL students in projects and teachers let them work alone….“maybe because teachers sit us together or apart from other classmates.”(Spanish-speaking Latino)

  10. Focus Group: Classmates’ Expectations of Students’ Racial/Ethnic GroupThere’s just these stereotypes like Asian people are supposed to be smart, and then, uhm, then there are like other races, supposedly Latino races are supposed to fail and Black people are not supposed to care. And it’s just not true. It’s just kind of there. (Southeastern Asian student)

  11. Written Survey: Classmates’ Expectations of Students’ Racial/Ethnic GroupWhites: 29% above average, 54% same, 1% below average, 16% IDKBlacks: 0% above average, 15% same, 62% below average, 24% IDKLatinos: 2% above average, 32% same, 60% below average, 4% IDKAsians: 59% above average, 21% same, 6% below average, 10% IDK Mixed: 14% above average, 33% same, 19% below average, 33% IDK

  12. Focus Group: Close Friends’ Expectations of Students’ Racial/Ethnic GroupIf they’re you’re friends then they kind of know you, so they know what to expect. (Black student)Some of my Asian friends pushed themselves. Sometimes I feel pressured to do the same. (East Asian student)

  13. Written Survey: Close Friends’ Expectations of Students’ Racial/Ethnic GroupWhites: 16% above average, 71% same, 2% below average, 11% IDKBlacks: 12% above average, 41% same, 26% below average, 15% IDKLatinos: 6% above average, 58% same, 19 below average, 15% IDKAsians: 55% above average, 34% same, 2% below average, 12% IDK Mixed: 14% above average, 57% same, 10% below average, 19% IDK

  14. Focus Group: Family’s Expectations of Students’ Racial/Ethnic GroupThey expect me to do my best and be the first to go to college. All my family is counting on me to succeed.(Latino student)Well, they expect me to do well and stuff. I think it’s mostly because they just want me to do well, but I guess part of it to show, you know, Black people can be just as good as White people at whatever. (Black student)

  15. Focus Group: Family’s Expectations of Students’ Racial/Ethnic GroupLike a lot of percentage of the students are…they are like from Asian…Again, like I said, one of the reasons that they came over here or their family came over here in the first place was to create a better life for their children and so they push their children more than other people who have been over here and have that type of life and other races…(West Asian student)

  16. Written Survey: My Family’s Expectations of Students’ Racial/Ethnic GroupWhites: 24% above average, 65% same, 1% below average, 10% IDKBlacks: 50% above average, 41% same, 3% below average, 6% IDKLatinos: 28% above average, 45% same, 15% below average, 9% IDKAsians: 62% above average, 38% same, 1% below average, 3% IDK Mixed: 24% above average, 57% same, 10% below average, 19% IDK

  17. Written Survey: Your Own Expectations of Students’ Racial/Ethnic GroupWhites: 14% above average, 78% same, 1% below average, 7% IDKBlacks: 21% above average, 59% same, 15% below average, 6% IDKLatinos: 17% above average, 53% same, 20% below average, 8% IDKAsians: 51% above average, 38% same, 2% below average, 10% IDK Mixed: 24% above average, 43% same, 10% below average, 24% IDK

  18. Focus Group: Administrators’ Expectations of The Behavior of Students’ Racial/Ethnic GroupThey expect the White students to do really well. And like…the Asian students to do really well in academics. And it seems like they stereotype the people based on their race. And then like the problem students you see…like, these are problem students because they are of a certain color, and, like, the administration says that or puts out that image. And students start believing it. But like if a White student is racist, like what you were saying at the game, they kind of like, “Well, it’s okay.” But if there’s a minority, they’re like, “Oh, you need to go to King,” or “You need to go someplace else, ‘cause you’re disrupting the classroom.” (White student)

  19. Focus Group: Administrators’ Expectations of The Behavior of Students’ Racial/Ethnic GroupI think the school people tend to like treat some races a little different than others. Not like our race at all, but like because of stereotypes, they’ll tend to watch another race a little bit closer than a different race. Because say that that stereotype, say that in the past more of that race was in trouble than the other. But that doesn’t mean all of them are bad, but they just go for that stereotype and tend to, you know, follow them. (Southeastern Asian student)

  20. Written Survey: Administrators’ Expectations of The Behavior of Students’ Racial/Ethnic GroupWhites: 24% better, 45% same, 5% worse, 27% IDKBlacks: 9% better, 12% same, 65% worse, 21% IDKLatinos: 6% better, 30% same, 51% worse, 13% IDKAsians: 22% better, 48% same, 0% worse, 10% IDK Mixed: 10% better, 43% same, 24% worse, 29% IDK

  21. Written Survey: Campus Supervisors’ Expectations of The Behavior of Students’ Racial/Ethnic GroupWhites: 27% better, 39% same, 3% worse, 31% IDKBlacks: 3% better, 9% same, 68% worse, 21% IDKLatinos: 2% better, 32% same, 57% worse, 8% IDKAsians: 21% better, 45% same, 1% worse, 16% IDK Mixed: 10% better, 43% same, 24% worse, 29% IDK

  22. Written Survey: Black Students Receive Harsher DisciplineWhites: 21% always or most of the time 48% IDK Blacks: 72% always or most of the time 0% IDKLatinos: 53% always or most of the time 25% IDKAsians: 27% always or most of the time 52% IDK Mixed: 43% always or most of the time 33% IDK

  23. Written Survey: Latino Students Receive Harsher DisciplineWhites: 28% always or most of the time 46% IDKBlacks: 57% always or most of the time 18% IDKLatinos: 51% always or most of the time 26% IDKAsians: 23% always or most of the time 23% IDK Mixed: 67% always or most of the time 14% IDK

  24. Written Survey: Behavior of Blacks More Closely MonitoredWhites: 34% always or most of the time 44% IDK Blacks: 69% always or most of the time 36% IDKLatinos: 58% always or most of the time 26% IDKAsians: 30% always or most of the time 51% IDK Mixed: 53% always or most of the time 14% IDK

  25. Written Survey: Behavior of Latinos More Closely MonitoredWhites: 31% always or most of the time 45% IDK Blacks: 59% always or most of the time 36% IDKLatinos: 68% always or most of the time 26% IDKAsians: 26% always or most of the time 53% IDK Mixed: 52% always or most of the time 14% IDK

  26. Summary of Findings:Student perceptions of expectations for students’ performance and behavior are differential by race, depending on who is thought to hold the expectations. More specifically, although Black student focus group participants did not feel teachers held different expectations of them or other Black students, by survey results (N=551), Black and Latino students perceived that teachers, classmates, and counselors all expected students of their race and ethnicity to perform less well academically than other students.One notable exception: Students from all racial/ethnic groups perceived that their families expected them to perform well academically.

  27. Summary of Findings:By both focus group and survey results, not only did Black and Latino students feel that they were disciplined more harshly for the same behavior and monitored more closely than students from other racial/ethnic groups, but a significant proportion of White and Asian students (one fourth to one third) also perceived this differential treatment of Black and Latino students by the Davis High School administration.

  28. Summary of Findings:Especially in regards to discipline patterns, there is a multicultural curriculum being effectively taught to young people. It’s just not the one we might consciously choose for our children to learn.

  29. Written Survey: I Have Heard Racial JokesWhites: 48% daily or weekly 8% IDK Blacks: 65% daily or weekly 1% IDK Latinos: 72% daily or weekly 6% IDK Asians: 45% daily or weekly 9% IDK Mixed: 62% daily or weekly 10% IDK

  30. Written Survey: Students Need More Opportunities to Discuss RacismWhites: 56% agree or strongly agree 15% IDK Blacks: 85% agree or strongly agree 9% IDK Latinos: 68% agree or strongly agree 25% IDK Asians: 62% agree or strongly agree 23% IDK Mixed: 67% agree or strongly agree 24% IDK

  31. The Action in Action Research Youth In Focus Student Research ScholarsThis summer and in 2004-2005 (pending funding) hope to: - Continue presentations, as invited. - Make an educational video for (1) Davis staff and (2) Davis students, and facilitate follow-up discussions for the latter. - Teacher Workshops, hosted by YIF Student Research Scholars. - Organize and host a Davis Summer Youth Conference. - Further analyze survey results. - Write an extensive summary report for use by our community and others as well. - Continue as Senior Student Research Scholars in 2004-2005.

  32. The Action in Action Research DJUSD Administrators, Teachers, and Staff- Hire more diverse faculty members (administrators and teachers; currently 0 Black teachers at DHS!). - Create an ongoing class that would align with State Social Studies standards (Need $$$$$$). - Fund 2 teachers for a year of planning. - Establish a community advisory board for class. - Involve YIF and other students’ input. - Provide anti-bias training for teachers and administrators. - Provide anti-bias training for campus supervisors as requirement of DJUSD employment. - Support DHS Multicultural Film Series, sponsored by Peer Helpers and Spirit Committee. - Integrate multicultural perspectives into current curriculum.

  33. The Action in Action Research Parents and Community Members - Educate yourself ! Campus Book Project, Lectures, BECA Book Club, Cultural Days/Weeks at UC Davis, etc. - Educate your children ! Talk about these issues ! - Email/Write/Phone the superintendent, principals, and Board Members to let them know you support this work and suggested action plans! - Join your neighborhood school’s Social Climate Committee, whether you have a student there or not. - Donate funds to this work and thank businesses who support the Youth In Focus Project at DHS.

  34. Background DJUSD Dataon Educational Equity,Updated by the Student Research Scholars – May 2004

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