For years, Black students have experienced higher frequencies of discipline in OKCPS. When Black students don't fare well academically, it’s often related to discipline issues. “We have to be more intentional about using data to really drive change,” said Herron. “It’s not enough to say we know as a Black student you’re 4.5 times more likely to be suspended than your counterparts. What are the contributing factors to why that is happening?” Herron and her team are shifting the paradigm from looking at discipline to looking at students’ environments, asking educators to become self-reflective to consider if or how their actions could be impacting students. Prior to COVID-19, Herron conducted equity visits throughout OKCPS, typically requested by principals to better understand how students experience the school. Herron asks students questions and encourages discussion and then debriefs with administration. Those in power often realize that, even with good intentions, they could neglect to consider who
is being harmed by policies or how students experience the inaction of policies. Students consistently feel empowered when their schools’ policies, climate and staff behaviors change based on their feedback. “To hear something a kid says and then meet that need, that’s a powerful part of what this work looks like,” said Herron. Power in representation For many of her students, Williams was their first teacher and principal of color. NPS is striving to ensure its educators better reflect the students they serve. “For me, it’s always been about wanting kids to see themselves represented in positions they feel are successful,” said Williams. “I think we have to be careful because oftentimes we highlight the struggle of a certain race, and while it's important to know history, we need to be highlighting the many positives and successes of those races, too.”
Herron regularly hears from former Langston students who are proud to see someone who looks like them in a chief position at OKCPS. “I get emails that make me want to break down,” said Herron. “They say ‘I see myself now as capable and able to move up in an organization because you and Dr. Polk and Mr. Brown have broken those barriers.’” According to Price, research shows Black and brown students have higher self-esteem, improved grades, take a higher course load and are more likely to graduate from high school if they have a Black teacher by the time they are in third or fourth grade. “Imagine having a teacher who truly understands your experience as a human, how validating it would be as a child who hasn’t experienced that to be in a classroom [with a teacher] who gets them for the first time ever,” said Price. When white students have teachers or leaders or color, it reinforces the development of a culturally-responsive mindset and that all people are deserving of love and respect. Hofmeister says parents shouldn’t hesitate in
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38 METROFAMILYMAGAZINE.COM / OCTOBER 2020
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