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Zero-Tolerance policies and Racial Bias
In 2008, The American Psychological Association Zero Tolerance Task Force conducted a study to determine if zero tolerance policies were effective in achieving their goals. The task force conducted an evidentiary review study which summarized the key findings from twenty years of literature review since the implementation of zero tolerance policies. In addition, the task force also conducted a review of an extensive national database on school discipline. Zero tolerance policies were first introduced to schools in the 1990’s to enforce strict disciplinary actions against drug usage. The idea behind zero tolerance policies was that by removing students who participated in those misbehaviors, schools were removing the threat of students further promoting those misbehaviors; thus, allowing for a safer school environment. Schools across the nation began to implement zero-tolerance policies which resulted in predetermined and often times severe consequences for students. Schools implemented strict policies without taking into account the context of the situation that led to the disciplinary action. School’s zero tolerance policies lacked clarity and definition which has led to the misuse of zero tolerance policies. For example, schools enforcing harsh disciplinary consequences for actions that do not endanger school safety. One example the study found was a student who was expelled for using a cell phone to talk to his mom who was overseas. This along with other examples demonstrated that there was a gray area in zero tolerance policy which many times left the interpretation to school administrators and teachers.

In theory, zero tolerance policy is a fair practice because it adopts a universal disciplinary policy for all students. However, research shows that there is an overrepresentation of African American students in zero tolerance cases such as suspensions and expulsions. The U.S. Department of Education collected data which further showed that African American students were more than twice as likely to have a zero tolerance violation than their white classmates in corporal punishment, out of school suspension, and expulsion. Research shows that the disproportionate number of African American students being expelled and suspended through zero tolerance policy is not due to an increase in misbehavior but is due to an increase in zero tolerance policy enforcement. Townsend (2000) argues that racial stereotypes and lack of cultural competency of teachers plays a role in interactions between teachers and African American students. In a study with students from an urban high school, Sheets (1996) noted that students of color viewed disciplinary actions from teachers as intentional. Students also argued that teachers used subjective reasons for example “lack of respect” to enforce zero tolerance policies and remove students from the classroom.

Schools misuse of zero tolerance policies has also led to the criminalization of students of color and has resulted in high suspension and expulsion rates. This push out from schools leads students of color into the criminal justice system in a phenomenon called the school to prison pipeline. Heitzeg (2009) refers to the school to prison pipeline as the growing pattern of students who are pushed out of schools as a result of zero tolerance policies who are then introduced to the criminal justice system. Studies show that African American males are more likely to drop out of schools due to disciplinary reasons. According to the Office of Education Ombudsan in Washington state, 33% of the students who dropped out of high school during the 2011-2012 school year were African American. Heitzeg (2009) states that although there are other factors in our education system that contribute to students dropping out of school, zero tolerance is a direct factor that contributes to high drop out numbers in a racially disproportionate manner.