The Impact of Multiple Identities

Although there are many different cultures within the United States, the education system’s definition of “appropriate behavior” often mirrors the norms and values of White, middle-class society. These cultural standards permeate broader school district practices and policies, influencing classroom expectations around behavior, communication dynamics, and family engagement. Consequently, this can create a significant cultural gap. It is within this context that educators encounter challenges, as such gaps may lead teachers to misinterpret students’ behaviors, leading to biases and conflicts, as highlighted by the IRIS Center in 2021. This section is dedicated to guiding educators on the importance of understanding the impact of students’ identities and how to bridge these cultural divides.

Culture

Further complicating this issue is the role of identity in students’ social and emotional well-being and behavior. “Culture” is a term often used loosely to describe the beliefs, norms, and practices characteristic of a particular society, group, or place. However, it is crucial to recognize that cultures are not monolithic entities. Within any given culture, there exists a rich tapestry of diversity and variations. Acknowledging this diversity is the first step in addressing the cultural conflicts that may arise in educational settings.

These cultural conflicts can have a variety of negative effects on students. For instance, students may feel misunderstood or marginalized, leading to higher rates of discipline referrals, and in some cases, disengagement from the educational system altogether. If these issues are not addressed, systemic inequities can become entrenched, manifesting in the overrepresentation and underrepresentation of students from certain cultural backgrounds in specific disability categories. This is particularly evident in the case of the Emotional and Behavioral Disorders (EBD) category. Research by Schiltz and Young in 2022 highlights that the EBD category disproportionately overrepresents students who are Black or Native American—a national issue that has sparked considerable debate over the decades. This overrepresentation is problematic for several reasons. Primarily, it underscores that much of the foundational research on behavior and the development of behavior rating scales, often employed in special education evaluations, is based on studies conducted within the United States. Consequently, these scales reflect a singular, Western cultural perspective, potentially overlooking the diverse realities and complexities of students’ identities worldwide.

On the other hand, Latino students, who are at an increased risk for social and emotional problems according to Castro-Olivo et al. in 2011, may find themselves underrepresented in the EBD category. This underrepresentation could be attributed to screening assessments that are not conducted in the students’ native language, as Lambert et al. suggested in 2018, thereby failing to accurately capture their specific needs. This discrepancy highlights the critical need for educational professionals to adopt more inclusive and culturally sensitive practices and tools in their assessments and interventions.

According to a report by the Federal Reserve Bank of Minnesota (2021), teachers and school staff sometimes treat students of color differently than White students. Black and Native American students comprise about one-third of Minnesota’s overall student population but receive two-thirds of all suspensions and expulsions. Thus, it is unsurprising that Black and Native American students receiving special education services in Minnesota are significantly more likely to be labeled as having EBD than other students while being underrepresented in the category of specific learning disability (SLD).  These two groups of students are nearly ten times more likely to be suspended or expelled than their White peers (Minnesota Department of Human Rights, 2018). The ramifications of suspensions and expulsions extend beyond a student’s immediate punishment. Disciplinary actions are associated with higher dropout rates and a higher likelihood of juvenile justice system involvement (Fabelo et al., 2011).

The term “school-to-prison pipeline” (“Pipeline”) connotes the intersection of the K–12 public education system and law enforcement, and the trend of referring students directly to law enforcement for committing offenses at school or creating conditions that increase the probability of students eventually becoming incarcerated such as suspending or expelling them. In fact, schools even have police officers stationed on campus. Although some may believe that arresting or incarcerating students for violating school rules may “scare them straight,” involving youth in the justice system does typically not achieve the desired reformative effect. Instead, the negative consequences that often occur instead are quite severe. Arresting a student substantially reduces the odds that the student will graduate from high school, especially if that student appears in court. It also decreases the odds that a student will succeed academically and have future stable employment opportunities. Worse, it increases the likelihood of that student’s future involvement in the criminal justice system. Furthermore, these negative trends do not impact all racial groups equally. Abundant evidence demonstrates that students of color are disproportionately represented throughout every stage of the Pipeline. For example, school administrators and teachers discipline minority students more often and more severely than White students for committing similar offenses (Nance, 2016).

Moreover, the criteria for EBD eligibility are based on subjective interpretations. Thus, the potential for behavioral observations and interpretations being shaped by implicit biases is of great concern. The EBD label often leads to segregation in special EBD classrooms or even more restrictive settings, with lower chances of high school graduation and a greater possibility of entering the juvenile justice system. Educators in such settings often focus on modifying behavior rather than addressing learning or dealing with undiagnosed underlying disabilities or mental health needs. This focus emphasizes short-term goals aimed at preparing students to enter society or act appropriately in a segregated school setting rather than longer-term goals aimed at social, emotional, and academic learning, which is the focus of general education.

Intersectionality

According to Crenshaw (1989), intersectionality encompasses the idea that we have more than one identity, with a combination of various identity markers such as gender, race, religion, disability, class, sexual orientation, and other identity-based labels. These identity markers intersect with one another, and the cumulative effects (especially systemic marginalization) can profoundly impact our experiences. Our mental health does not exist separately from identity markers. Thus, mental health is impacted by the identities that individuals adopt or are assigned and the unique life experiences that accompany them (Themindclan.com, 2022).

To illustrate, queer students of color may have unique stressors (e.g., systemic marginalization and oppression) related to their racial and sexual identities that White heterosexual students may not experience. Students of color who are also LGBTQI+ often have significantly worse outcomes – such as depression, anxiety, and compromised educational functioning – than students in only one minority identity group (Borgogna et al., 2019). It is important to understand that our identities are not the issue; the problem lies within power systems that cause discrimination and oppression. These power systems can impact mental health outcomes (Themindclan.com, 2022) and school success. Once again, if left unchecked or not fully appreciated, such inequity could lead to well-meaning educators misidentifying or over-identifying students with diverse multiple intersecting identities as EBD.

A Way Forward

Recognizing and valuing the complex tapestry of students’ multiple and intersecting identities is paramount in assessing and designing instruction tailored to the needs of all learners. By integrating this understanding into their pedagogical approach, educators are better equipped to address the nuances of cultural diversity within their classrooms. This shift towards a more inclusive and equitable educational environment invites a deep consideration of the myriad identities students embody or are ascribed to. It is essential for educators to transcend the limitations of discrete subgroup labels, endeavoring instead to grasp the full spectrum of influences these identities exert on students’ educational experiences.

Understanding the profound impact of students’ identities on their learning journey enables educators to adopt a holistic view. Such an approach not only acknowledges but actively engages with the unique backgrounds, strengths, and challenges each student brings to the classroom. Lombardi (2019) emphasizes the importance of leveraging the assets and lived experiences of students, advocating for the integration of these elements throughout the school day, across all learning activities and assessments. This comprehensive perspective ensures that educational tools and materials are not merely neutral or generic resources but are instrumental in challenging and dismantling systemic inequities.

In practice, this means that educators are tasked with the deliberate incorporation of students’ cultures, languages, histories, and perspectives into the curriculum. By doing so, learning experiences become more reflective of and relevant to the diverse realities of the student body. Such an approach not only enriches the educational landscape but also empowers students by validating their identities and experiences. The goal is to create a learning environment where all students feel seen, understood, and valued, thereby enhancing their engagement, participation, and overall educational outcomes.

In summary, the commitment to embracing and celebrating the diversity of students’ identities lies at the heart of equitable and inclusive education. By adopting a comprehensive and responsive approach to teaching and learning, educators can ensure that all students have the opportunity to thrive, supported by an educational system that recognizes and builds upon their unique strengths and experiences.