> References


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DiAngelo, R. J. (2018). White fragility: Why it’s so hard for White people to talk about racism.


Fabelo, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P., & Booth, E. A. (2011). Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement. Retrieved from https://csgjusticecenter.org/wpcontent/uploads/2012/08/Breaking_Schools_Rules_Report_Final.pdf.


Equal Justice Initiative. (2017, September 14). Black Children Five Times More Likely Than White Youth to Be Incarcerated.


Ferguson, R. F. (2003). Teachers’ Perceptions and Expectations and the Black-White Test Score Gap. Urban Education38(4), 460–507.

Gandara, P., & Aldana, U.S. (2014). Who’s segregated now? Latinos, language, and the future of integrated schools. Educational Administration Quarterly, 50(5), 735-748.

Hammond, Z., & Jackson, Y. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students.

Ladson‐Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy, Theory Into Practice, 34(3), 159-165.


NAACP. (2017, January 25). Criminal Justice Fact Sheet. NAACP, n.d. Retrieved from https://www.naacp.org/criminal-justice-fact-sheet/.


NPREd. (2018, June 1). Let’s Stop Talking About the ‘30 Million Word Gap.’ Retrieved from https://www.npr.org/sections/ed/2018/06/01/615188051/lets-stop-talking-about-the-30-million-word-gap.


Okonofua, J.A., & Eberhardt, J.L. (2015). Two Strikes. Psychological Science, 26(5), 617-624.


Pane, D. M., Rocco, T. S., Miller, L. D., & Salmon, A. K. (2014). How Teachers Use Power in the Classroom to Avoid or Support Exclusionary School Discipline Practices. Urban Education49(3), 297–328.


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Vera Institute of Justice. (2012, January). The Price of Prisons. What Incarceration Costs Taxpayers.