Racial Capitalism and Student Disposability in an Era of School Discipline Reform

Abstract

Purpose: Although California school discipline policy changes over the past decade have resulted in significant drops in suspension rates, scholars have found that racial disproportionality in punitive discipline persists for Black, Indigenous, and at times Latinx students. This study utilizes racial capitalism as an analytical framework to examine the mechanisms and justifications for racially disproportionate discipline across three distinct California political economies. Research Methods/Approach: Drawing on a subset of qualitative comparative case study data of five schools taken from a larger 5-year study of 31 schools in 17 California districts with distinct racial and economic composition, we investigate the phenomena of Black, Indigenous, and Latinx student disposability—those who continue to experience exclusion in a time of progressive school discipline reform. Findings: We find that (1) student disposability through discipline was not only intertwined with dominant local narratives about racial groups but also tied to a larger system of racial capitalism reliant on the racialized differentiation of students within every geographical location, and (2) when progressive alternative approaches to discipline fail, these reforms uncover rooted antiblackness, anti-indigeneity, and a gang imaginary such that students who fail or refuse to assimilate to the underlying labor-sorting function of US schools are considered disposable. Implications: Our findings highlight the need to center and elevate disposable youth brilliance in decision making, the importance of building collective movements against racial capitalism’s grip on schools, and the obligation to build education beyond racial capitalism.