Disproportionate rates of suspension and expulsion, evident from early childhood, for students of color relative to White peers are a significant racial equity issue in the U.S. education system, with far-reaching effects. In this article, we present a logic model for educator-level interventions that have the potential to reduce disparate discipline practices and ultimately work toward a more equitable school climate. We describe how an integrated approach to supporting all children's constitutional right to a free public education, which is prevented by exclusionary discipline practices, must purposefully integrate social and emotional learning, classroom management, cultural competence, and racial equity approaches that target educators. Together, the integration of these approaches has the potential to impact initial, intermediate, and long-term education outcomes by enhancing educators' practices and raising awareness of their internal and interpersonal biases and role in perpetuating institutional racism in education. We conclude with recommendations for how this logic model can be used to guide future research to further our knowledge in this area to support educators in their practice and inform educational policy. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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用于减少干预和驱逐学生中种族差异的教育者水平干预研究的逻辑模型。

相对于白人同龄人，有色人种的悬浮和驱逐率从幼儿期就开始明显上升，这在美国教育体系中是一个重大的种族平等问题，产生了深远的影响。在本文中，我们为教育者一级的干预提供了一个逻辑模型，该模型有可能减少不同的学科实践，并最终朝着更加公平的学校氛围努力。我们描述了一种排他性的纪律做法阻止了一种综合方法来支持所有儿童的免费公共教育的宪法权利，而该方法必须有目的地整合针对教育者的社会和情感学习，课堂管理，文化能力和种族平等方法。这些方法的整合在一起可能会影响初始，中间，通过加强教育工作者的实践并提高人们对其内部和人际偏见的认识以及在教育中使制度种族主义永存的作用，实现长期教育成果。最后，我们就如何使用此逻辑模型指导未来的研究提出了建议，以加深我们在这一领域的知识，以支持教育工作者的实践并为教育政策提供信息。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。