Course Description

Nationally, Black girls in the U.S. are disproportionately suspended compared to all other girls across the country (Crenshaw, Ocen & Nanda, 2015; US Department of Education, 2018). Data from the 2017-2018 academic year reflect that Black girls, compared to White girls, have 4.19 times the risk of receiving an out-of-school suspension, 3.99 times the risk for expulsion, 3.66 times the risk for school-based arrest (Epstein, Godfrey, González, and Javdani, 2020). However, poor behavior is not the singular factor leading to disproportional discipline. Many Black girls experience school discipline for subjective infractions such as tone of voice, hair styles (e.g. afros, braids, head wraps) and clothes that are considered suggestive on their bodies compared to other girls. To mitigate these factors, this presentation will discuss how school-based interventions can center Black girls’ healing and well-being by seeing the best in them and concurrently dismantling racist, sexist and trauma “un-informed” discipline practices.

Learning Objectives

Upon completion of this course, participants will be able to:

Learn definitions pertaining to school discipline outcomes (Ex. Pushout vs. Suspension; School-to-Confinement Pathways vs. School-to-Prison Pipeline); Learn about the national  and local school suspension trends and school discipline outcomes specific to Black girls; Learn about the causes and consequences of disproportional discipline outcomes for Black girls including the impact of ACEs on behavior; and Learn about pre/post discipline recommendations and will reflect on imagining psycho-social safety for Black girls in schools and society.

Target Audience

School Social Workers, Juvenile Justice employees, Parents, After-School Program staff, Educators and School Administrators

CEUs

Participants are eligible to earn 2 CEUs.

A link for the program evaluation will be emailed to participants after the event has concluded. To receive the CEU certificate, participants must complete the evaluation by the deadline indicated in that email. Certificates are not automatically generated and will be emailed out after the deadline to complete the evaluation has passed.

Accessibility

There is space on the event registration form to indicate accommodations required. We work with the university’s Office of Equity & Diversity and Office of Student Disability Services to make arrangements and ask that you allow us adequate time to communicate with them about any services needed.

It is a priority to make our events inclusive and accessible. For any questions or to notify us of a request, please email cswcep@utk.edu at least three business days prior to the event.

Refunds

To request a refund, please email cswcep@utk.edu. Full refunds will be granted up to 48 hours prior to the event. In the event this program is cancelled, full refunds will be issued to all registrants.

Date: Tuesday, July 30, 2024
Time: 12:00 p.m. to 2:00 p.m. ET | 11:00 a.m. to 1:00 p.m. CT
Location: Live Zoom Webinar
Presentation Title:
Acknowledging the Inequities and Supporting Black Girls’ Socio-Emotional Wellness in Tennessee 
Presenter: Andrea Joseph-McCatty, PhD, MA, MSW
Cost – $40

Logistics
Zoom information will be emailed to participants the afternoon before and morning of the event. Registration will close two hours before the event start time. This event is live and will not be recorded.

Discounts

To request a discount code, please follow the instructions below. One discount allowed per purchase.

• UTCSW Alumni: 25% – please email your graduation year and the program you completed to cswcep@utk.edu.
• UTCSW Field Instructors: 50% – please send an email using your agency email address to cswcep@utk.edu.
• UTCSW Faculty/Staff: 100% – you may have already received this info; please check your inbox before emailing cswcep@utk.edu to request the code.
• UTCSW Students: 100% – please contact your program staff member for access.

About the Presenter

Dr. Andrea Joseph-McCatty is an assistant professor at the University of Tennessee Knoxville – College of Social Work. Her work investigates disproportional school discipline outcomes and the use of multi-tiered interventions to address it. Prior to this, she worked in K-12 schools designing and facilitating anti-bias and anti-bullying programs for students and educators. She continues to build on her practice and research experiences by examining the relationship between student childhood adversities and school discipline outcomes. As such, Dr. Joseph-McCatty is especially interested in the creation of inclusive schools and the ways educators, school social workers, and staff can use cultural humility, anti-racist practices, and trauma-informed care to support inclusive school environments.