Joyce James Consulting, LLC

1. Racial inequity looks the same across systems Copyright © JJC 2015

1. Racial inequity looks the same across systems 2. Systems contribute significantly to disparities Copyright © JJC 2015

1. Racial inequity looks the same across systems 2. Systems contribute significantly to disparities 3. The systems-level disparities cannot be explained by a few ‘bad apple’ or ill-intentioned officers Copyright © JJC 2015

1. Racial inequity looks the same across systems 2. Systems contribute significantly to disparities 3. The systems-level disparities cannot be explained by a few ‘bad apple’ 4. Poor outcomes are concentrated in certain geographic communities; usually poor communities and communities of color Copyright © JJC 2015

1. Racial inequity looks the same across systems 2. Systems contribute significantly to disparities 3. The systems-level disparities cannot be explained by a few ‘bad apple’ or ill-intentioned officers 4. Poor outcomes are concentrated in certain geographic communities; usually poor communities and communities of color 5. Systemic interventions and training works to change thinking, reduce disparities, and improve outcomes for all populations Copyright © JJC 2015

A “Groundwater Analysis” reflects a new way of conceptualizing A “Groundwater Analysis” reflects a new way of conceptualizing change Services are generally good for constituents. More services is almost always good. Services benefit all people more or less equally. We should strive for uniformity. Poor outcomes (eg. school expulsions) are primarily due to irresponsibility, ignorance, and/or poor choices on part of communities The outcomes we see are out of our control. Services benefit constituents in some ways, and hurt them in some ways Services benefit and hurt certain people and populations differently. Mutual accountability – Poor outcomes (eg. school expulsions) are the responsibility of constituents AND systems Communities and institutional gatekeepers working together can drive a change in outcomes. Old Thinking New Thinking Copyright © JJC 2015

SYSTEM Decade s old Resists change Oppre ssion Non-Whites worst outcomes The Design of Systems Copyright © JJC 2015

9 Many terms are used to describe racial inequity in outcomes across systems Source: 1. Myers, 2010 (See Don Baumann for complete citation). 2. Ibid. 3. ojjdp.gov/dmc; NEA, “Disproportionality: Inappropriate identification of Culturally and Linguistically Diverse Children,” TermDefinition Most commonly used in: Disproportionality Disproportionality is the over or underrepresentation of a particular race or cultural group in a program or system. Child welfare Health Disparity Are preventable differences in the burden of disease, disability, or opportunities to achieve optimal health that are experienced by socially disadvantaged populations. Health DMC – Disproportionate minority contact The disproportionate number of minority youth that come into contact with the juvenile justice system Juvenile justice Achievement gap The observed disparity on a number of educational measures between the performance of groups of students Education Equality Is a concept that everyone should be treated in exactly the same way Systems HealthA state of complete physical, mental and social well-being and not merely the absence of disease or infirmity WHO World Health Organization EquityIs the concept that everyone should be treated in a way that meets their specific needs so they have a fair opportunity to attain their potential Systems

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1.Tell who you are 2.What you do 3.Why is it important to address institutional racism

 Dot Exercise 12 ● ● ● ● ●● ● ● ●

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15 Copyright © JJC 2015 Source: Texas Department of State Health Services

The National Challenge – My Brother’s Keeper Data  23.2% of Hispanics, 25.8% of Black, and 27% of American Indians and Alaska Natives live in poverty  Black, American Indian, and Hispanic children are between six and nine times more likely than White children to live in areas of concentrated poverty  Roughly two-thirds of Black and one-third of Hispanic children live with only one parent  There are significant dropout rates, as high as 50% in some school districts, including among boys and young men from certain Southeast Asian and Pacific Islander populations Copyright © JJC 2015

The National Challenge – My Brother’s Keeper Data Status dropout rates of 16- through 24-year-olds, by race/ethnicity: 1990 through 2012 In 2012, the national status dropout rate was white 4%, black 8% and Hispanic 13% as reflected in the above graph. The 2012 national dropout rates by gender was males 7% and females 6%. 8 “One in four African American and nearly one in six Hispanic students still attend “dropout factories,” high schools where fewer than 60 percent of students graduate.” 9 “There are no states where the graduation rate for African American, Hispanic, or economically disadvantaged students is above 90 percent, but 10 states where that is true for white students.” 10 Copyright © JJC 2015

Section/Data Element/DatasetWIUS Students Total Number of Students: Total Number of Students: ,41450,468,4 56 Percent of Students by Race/Ethnicity Data ElementsStateValue 050%100% Percent American Indian and Alaskan Native Students: Percent American Indian and Alaskan Native Students: WI1.2% US1.0% Percent Black Students: Percent Black Students: WI9.7% US15.5% Percent Hispanic Students: Percent Hispanic Students: WI10.5% US25.4% Percent White Students: Percent White Students: WI72.4% US49.8% Percent of students Two or More Races: : Percent of students Two or More Races: : WI2.4% US3.0% Percent Asian or Pacific Islander Students: Percent Asian or Pacific Islander Students: WI3.6% US4.8% Percent of Students by Special Populations Source: Ed Data Express, U. S. Department of Education. Retrieved November 24, 2015 from the World Wide Web at:

Copyright © JJC 2015 Source: WISE Data Dashboard Statewide HS Completion Rates by Race/Ethnicity ( )

Copyright © JJC 2015 Source: WISE Data Dashboard. Retrieved on November 24, 2014 from the World Wide Web at: Statewide HS Non-Completion Rates by Race/Ethnicity ( )

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An analysis of power Impact on poor communities Copyright © JJC 2015

23 The Texas Model Data Driven Strategies Leadership Development Cultural Competent Workforce Community Engagement Cross Systems Collaborations Training Defined by Anti-Racist Principles An Understanding of the History of Institutionalized Racism and the Impact on Poor Communities and Communities of Color

1. Start with Facts and Put Them in Context 2. Create Safe Spaces for People to Talk about Race and Develop Strategies for Achieving Equity 3. Emphasize That Today’s Racial Inequities Don’t Depend on Intentional Racism 4. Counter Stereotypes and Bias 5. Start by Preaching to the Choir 24

6. Explore Contradictions 7. Engage Leaders with the Greatest Level of Influence 8. Help People Find Their Roles as Agents of Change 9. Make Sure It’s Someone’s Job to Focus on the Work of Building Racial Equity 10. Support One Another and Continuously Cultivate New Leadership 25

 Success is dependent on mutual accountability at every level across every system, so that the end result is elimination of disproportionality and disparities.  Joyce James, September

Joyce James Racial Equity Consultant 2401 Silent Brook Trail Round Rock, TX Home Cell 27