Expectations of Student Performance at Davis High School: Are They Different by the Race/Ethnicity of the Student? ------------------ DHS Youth In Focus

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 [email protected]

How do expectations contribute to racial/ethnic differences in academic achievement, class placement, and discipline

patterns?

An Exploratory Study

FOCUS GROUPS

Asian (Northeast) – Chinese, Japanese, Korean Asian (Southeast) – Vietnamese, Filipino, Indonesian

Asian (Western) – Indian, Pakistani, Iranian, etc. Black/African American/African

Latino – English-SpeakingLatino – Spanish-Speaking

Mixed Race Native American

White

Written Survey

N= 551

>67% Response rate, based on class enrollment

343 Whites, 34 Blacks, 86 Asians,53 Latinos, 21 Mixed Race, 0 Native Americans,

and 2 No Race Indicated

Focus Groups: Teacher Expectations of Students’ Racial/Ethnic Group

I 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)

Written Survey: Teacher Expectations of Students’ Racial/Ethnic Group

Whites: 25% above average, 59% same, 1.5% below average, 14% IDK*

Blacks: 3% above average, 29% same, 35% below average, 32% IDK

Latinos: 4% above average, 40% same, 49% below average, 8% IDK

Asians: 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

Written Survey: Counselor’s Expectations of Students’ Racial/Ethnic Group

Whites: 16% above average, 55% same, 1% below average, 28% IDK





Focus Group: Classmates Expectations of Students’ Racial/Ethnic Group

I 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)

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)

Focus Group: Classmates’ Expectations of Students’ Racial/Ethnic Group

There’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)

Written Survey: Classmates’ Expectations of Students’ Racial/Ethnic Group






Focus Group: Close Friends’ Expectations of Students’ Racial/Ethnic Group

If 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)

Written Survey: Close Friends’ Expectations of Students’ Racial/Ethnic Group



Latinos: 6% above average, 58% same, 19 below average, 15% IDK



Focus Group: Family’s Expectations of Students’ Racial/Ethnic Group

They 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)

Focus Group: Family’s Expectations of Students’ Racial/Ethnic Group

Like 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)

Written Survey: My Family’s Expectations of Students’ Racial/Ethnic Group






Written Survey: Your Own Expectations of Students’ Racial/Ethnic Group






Focus Group: Administrators’ Expectations of The Behavior of Students’ Racial/Ethnic Group

They 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)

Focus Group: Administrators’ Expectations of The Behavior of Students’ Racial/Ethnic Group

I 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)

Written Survey: Administrators’ Expectations of The Behavior of Students’ Racial/Ethnic Group

Whites: 24% better, 45% same, 5% worse, 27% IDK

Blacks: 9% better, 12% same, 65% worse, 21% IDK

Latinos: 6% better, 30% same, 51% worse, 13% IDK

Asians: 22% better, 48% same, 0% worse, 10% IDK

Mixed: 10% better, 43% same, 24% worse, 29% IDK

Written Survey: Campus Supervisors’ Expectations of The Behavior of Students’ Racial/Ethnic Group

Whites: 27% better, 39% same, 3% worse, 31% IDK

Blacks: 3% better, 9% same, 68% worse, 21% IDK

Latinos: 2% better, 32% same, 57% worse, 8% IDK

Asians: 21% better, 45% same, 1% worse, 16% IDK

Mixed: 10% better, 43% same, 24% worse, 29% IDK

Written Survey: Black Students Receive Harsher Discipline

Whites: 21% always or most of the time 48% IDK

Blacks: 72% always or most of the time 0% IDK

Latinos: 53% always or most of the time 25% IDK

Asians: 27% always or most of the time 52% IDK

Mixed: 43% always or most of the time 33% IDK

Written Survey: Latino Students Receive Harsher Discipline






Written Survey: Behavior of Blacks More Closely Monitored






Written Survey: Behavior of Latinos More Closely Monitored






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.

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.

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.

Written Survey: I Have Heard Racial Jokes

Whites: 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

Written Survey: Students Need More Opportunities to Discuss Racism

Whites: 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

The Action in Action Research Youth In Focus Student Research Scholars

This 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.

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.

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.

Background DJUSD Data on

Educational Equity,Updated by the Student

Research Scholars – May 2004

DJUSD Students, by Race/Ethnicity 2003-2004

0.8 1

15.710.1

3.6

69.8

0

10

20

30

40

50

60

70

80

90

100

White African American Latino Asian Native American Multi/None

Per

cen

t o

f D

JUS

D S

tud

ents

Davis High School Students, by Race/Ethnicity 2003-2004

0.8 1

69.8

3.610.1

15.7

0

10

20

30

40

50

60

70

80

90

100


Per

cen

t o

f D

avis

Hig

h S

cho

ol S

tud

ents


0.8 1

15.710.1

3.6

69.8

0

10

20

30

40

50

60

70

80

90

100


Per

cen

t o

f D

JUS

D S

tud

ents

Davis Joint Unified School District Students, by Race/Ethnicity

2003-2004

67.4

3.7

12.8 15

0.9 0.20

10

20

30

40

50

60

70

80

90

100

White African American Latino Asian Native American Mixed/Other

Per

cen

t o

f D

JUS

D S

tud

ents


0.8 1

15.710.1

3.6

69.8

0

10

20

30

40

50

60

70

80

90

100


Per

cen

t o

f D

JUS

D S

tud

ents

Davis Joint Unified School District Teachers, by Race/Ethnicity, 2002-2003

84.9

1.25.9 5.7

0.6 1.60

10

20

30

40

50

60

70

80

90

100


Per

cen

t o

f D

JUS

D T

each

ers

Percent of Davis High School Graduates from Each Racial/Ethnic Group Who Met UC/CSU Requirements,

96/97 through 02/03

75.6

45.7

33.243.8

77.4

0102030405060708090

White AfricanAmerican

Latino Asian NativeAmerican

Per

cent

of D

HS

Gra

duat

es

Percent of DJUSD 11th/12th Graders from Each Racial/Ethnic Group Enrolled in Advanced Math,

98/99 through 02/03

23.9

84.7

52.3

38.2

58.5

0

10

20

30

40

50

60

70

80

90


Latino Asian NativeAmerican

Pe

rce

nt

of

11

th a

nd

12

th G

rad

ers

Proportion of DJUSD Racial/Ethnic Groups Currently Enrolled in GATE (2003/04), and GATE-Identified with

First-Ever Universal Testing (4/04)

21.1

6.5 5.7

27.1

5.3

35

29

18

53

14

0

10

20

30

40

50

60

70

80

White African American Latino Asian/PI Native American

Per

cen

t o

f S

tud

ents

2003-2004GATEStudents

NewlyIdentifiedGATEStudents

Percent of DJUSD Students from Each Racial/Ethnic Group Enrolled in Special Education, 2002/03

7.5

13.8

11

4.3

9.8

0

5

10

15

20

25

White African American Latino Asian Native American

Per

cen

t o

f S

tud

ents

Proportion of DJUSD Students from Each Racial/Ethnic Group Suspended in 2002-2003

5.3

10.7

13.4

1.6 1.4

0

2

4

6

8

10

12

14

16

18

20


Per

cen

t o

f S

tud

ents

Proportion of DJUSD 7-12th Grade Students from Each Racial/Ethnic Group Who Served In-

House Suspensions in 2002-2003

4.7

19.2

14.9

2.13.4

0

5

10

15

20

25

30


Per

cen

t o

f S

tud

ents

Racial/Ethnic Composition of Students Attending Davis High School and

Martin Luther King Continuation High School, 1999-2000 through 2003-2004

71.5

2.9

10.613.8

0.8 0.4

48.9

6.6

33.6

6.63 1.3

0

10

20

30

40

50

60

70

80


Latino Asian/PI NativeAmerican

Mixed/Other

Per

cen

t o

f S

tud

ents

DHS Students

MLK ContStudents

Documents

Expectations of Student Performance at Davis High School: Are They Different by the Race/Ethnicity of the Student? ------------------ DHS Youth In Focus