Aaron Benner, a fifth-grade teacher in St. Paul, Minnesota, scoffs at the notion that minority students are being unfairly targeted for discipline. “Anyone in his right mind knows that these [disciplined] students are extremely disruptive,” he says. Like districts across the county, the St. Paul public school system has been on a mission to lower the black suspension rate, following complaints by local activists and black parents. A highly regarded principal lost his job because his school had “too many” suspensions of black second- and fourth-graders. The school system has sent its staff to $350,000 worth of “cultural-proficiency” training, where they learned to “examine the presence and role of ‘Whiteness.’ ” The district spent another $2 million or so to implement an anti-suspension behavioral-modification program embraced by the Obama administration.
Benner sees the consequences of this anti-discipline push nearly every day in the worsening behavior of students. He overheard a fifth-grade boy tell a girl: “B----, I’ll f--- you and s--- you.” (“I wanted to throw him against the locker,” Benner recalls.) The boy’s teacher told Benner that she felt powerless to punish the misbehavior. “This will be one of my black men who ends up in prison after raping a woman,” observes Benner. Racist? Many would so characterize the comment. But Benner is black himself—and fed up with the excuses for black misbehavior. He attended one of the district’s cultural-proficiency sessions, where an Asian teacher asked: “How do I help the student who blurts out answers and disrupts the class?” The black facilitator reminded her: “That’s what black culture is”—an answer that echoes the Obama administration’s admonitions to teachers. “I should have said: ‘How many of you shouted out in college?’ ” Benner remarks. “They’re trying to pull one over on us. Black folks are drinking the Kool-Aid; this ‘let-them-clown’ philosophy could have been devised by the KKK.”