Savanna Hoffman
Brown University has been known to punish its students for various reasons. The university has previously arrested students for their participation in protest actions, such as pro-Palestinian protests. Brown University also suspended its chapter of Students for Justice in Palestine after allegations of the use of a racial epithet against a Brown Corporation Board member. In addition, an analysis by Brown sociologist Jayanti Owens found that Black students at Brown University are disciplined more harshly than white students, leading to a significant racial gap in expulsion and suspension. This issue is not unique to Brown University, as Black and brown students across the United States are more likely to receive harsher and more frequent punishment than their white peers.
| Characteristics | Values |
|---|---|
| Punishment for protesting | Students have been punished and arrested for their participation in protest actions. |
| Punishment for racial bias | Black and brown students are more likely to receive harsher and more frequent punishment than white students. |
| Punishment for misconduct | Students can be punished for code violations, which can result in suspension or expulsion. |
| Punishment for drug and weapon possession | Students can be reported and punished for bringing drugs or weapons to school. |
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What You'll Learn
Students of colour are more likely to be punished
A study by Brown University and Princeton University researchers found that teachers' treatment of students was a significant factor in the racial gap in school suspensions and expulsions. The study revealed that the different treatment of Black and white students accounted for nearly half of the disparity in disciplinary actions. This disparity is influenced by various factors, including the characteristics of the schools that Black and white students predominantly attend and differences in student behaviour.
Cultural misunderstandings and biases also play a role in the disproportionate punishment of students of colour. In some cases, behaviours that may be considered normal within certain cultural contexts, such as a loud tone of voice or specific body language, may be misinterpreted as defiance or disrespect in schools. These misunderstandings can lead to disciplinary actions that disproportionately affect students of colour.
Additionally, the low number of Black teachers and the high rates of discipline for Black students indicate a continued resistance to creating an equitable education system. The lack of representation among educators contributes to the persistence of racial hierarchies and punitive discipline policies. Furthermore, students of colour are more likely to have been exposed to stressful home environments and may have less prior formal education experience, which can lead to misunderstandings or misbehaviour in the classroom.
To address these disparities, some have suggested anti-racism teacher training and increasing the number of counsellors, mental health professionals, and school psychologists to support students and promote a healthy school community. It is important for educators to be aware of the outside experiences and challenges that students of colour may be facing, such as poverty and institutionalized racism, and to create a safe and inclusive learning environment.
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Pro-Palestine protests and arrests
In 2025, pro-Palestine protests took place at Columbia University, with protesters occupying part of the main library building on campus. The university's acting president, Claire Shipman, requested assistance from the New York Police Department (NYPD) to help clear the building, and dozens of protesters were arrested. This was not an isolated incident, with pro-Palestine protests and arrests also occurring at the University of Washington and Columbia University in previous years.
At Columbia University, the pro-Palestine protesters renamed the space "the Basel Al-Araj Popular University" and stood on desks with bullhorns, hung signs that read "strike for Gaza", and distributed pamphlets calling for the university to divest from funds and businesses profiting from Israel's invasion of Gaza. The university took steps to defuse the situation before authorizing the police to intervene, including sending in campus public safety officers who warned the activists about disciplinary action and possible arrest. However, the protesters refused to comply and did not show their IDs, leading to a physical confrontation with security officers.
The protest at Columbia University occurred amid renewed tensions at US universities over the war in Gaza. The Trump administration had launched a crackdown on student demonstrators involved in campus protests, including the detention of Palestinian activist Mahmoud Khalil, who was arrested in March 2025 and faced deportation. Another activist, Leqaa Kordia, was also arrested by US immigration authorities for overstaying her student visa. These incidents raised questions about free speech on college campuses and the legal process for deportation.
The University of Washington also witnessed the arrest of over two dozen pro-Palestine protesters by police in armoured gear as they occupied an engineering building on campus. While the specific details of this protest are not mentioned, it occurred alongside the events at Columbia University, indicating a broader trend of pro-Palestine activism on US campuses.
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Suspension and expulsion procedures
Suspension and expulsion are two possible outcomes for students who violate the Code of Student Conduct at Brown University. The Office of Student Conduct & Community Standards (OSCCS) is responsible for evaluating reports of alleged violations and determining the appropriate course of action.
When a student is accused of violating the Code of Student Conduct, they will receive a letter notifying them of the alleged violation and the scheduled date and time for the Dean's Review Meeting. The student is required to attend this meeting or contact OSCCS to reschedule. If the student does not attend or reschedule, the case will be heard in their absence based on the information available to OSCCS.
During the Dean's Review Meeting, the student may be accompanied by an advisor, who must be a full-time faculty or staff member of the university but not an attorney. The student will receive the Dean's decision within three business days of the meeting. If the Dean determines that suspension or expulsion is a possible outcome, the student may be removed from campus and placed on interim academic suspension. The case will then be referred to a COVID-19 Dean's Hearing or an Administrative Hearing under the Student Conduct Procedures.
If the case is referred to an upper-level hearing, it becomes more formal. The hearing will take place in a conference room or virtual conference room with scripted procedures. The case administrator may chair the hearing, and the complainant or a university representative will present the allegations. The investigator will be present to answer questions, and other witnesses may be called. The student will be allowed to give an opening and closing statement and answer questions from the hearing body. They may also be accompanied by an advisor during the hearing.
Suspension is a designated time for a student to spend away from campus, focusing on growth and development before being allowed to rejoin the campus community. Expulsion, on the other hand, is a permanent separation from the university. Both suspension and expulsion may be accompanied by educational or restorative assignments called terms, which may include writing a reflection paper, issuing a letter of apology, or participating in a Community Impact Circle.
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Teachers' racial biases and discipline
Teachers' racial biases have been shown to contribute to disciplinary disparities between Black and White students. Research has found that Black students are twice as likely to be suspended or expelled compared to White students, and these disparities persist even when controlling for externalizing behaviors, sex, socioeconomic status, and special education needs. These exclusionary discipline practices have been linked to negative short- and long-term consequences for Black students, including future misbehavior, academic underachievement, school dropout, and incarceration.
A study by Okonofua and Eberhardt (2015) revealed that teachers' interpretations and discretionary decisions following ambiguous behaviors performed by Black students contribute significantly to racial disproportionality in school discipline. Additionally, teachers' anti-Black biases tend to be more pronounced when disciplining Black boys. For instance, teachers may spend more time monitoring Black boys in the classroom, perceive them as angrier in ambiguous situations, punish them more severely for the same infractions, and more readily label them as troublemakers.
The discipline gap cannot be solely attributed to teachers, as it is influenced by various factors within the education system and beyond. However, teacher training programs often fall short of equipping educators with the necessary tools to navigate classroom management effectively and address disciplinary issues in a culturally competent manner. This lack of preparation can lead to the perpetuation of racial biases in discipline decisions.
To address these disparities, interventions such as school-wide positive behavioral interventions and supports (SWPBIS) have been proposed. SWPBIS focuses on providing explicit instruction and reinforcement for positive behaviors, reducing ambiguity, and promoting systemic and sustainable change in disciplinary practices. Additionally, it is crucial for teachers to recognize their own biases and understand the cultural backgrounds of their students to make more informed disciplinary decisions.
While Brown University students have faced punishment for various reasons, the specific incident mentioned in the search results does not appear to be directly related to racial biases. However, Brown University has also been associated with research highlighting the role of teacher treatment in the racial gap in school suspensions and expulsions. This research underscores the need to address racial disparities in discipline within the education system.
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Student conduct and community standards
The Office of Student Conduct & Community Standards is responsible for upholding the Code and addressing any alleged violations. When a report of a potential violation is received, the office conducts a thorough investigative review to gather relevant information and determine the appropriate course of action. This process may include interviews with involved parties and witnesses, as well as a review of any relevant evidence.
If the investigative review finds sufficient evidence of a violation, the Director of Student Conduct will decide on the level of charges and whether the case should proceed to a hearing. Students have the right to due process throughout this procedure and are allowed to have a support person by their side. The outcome of the hearing will be documented and may result in sanctions such as probation, suspension, or expulsion.
It is important to acknowledge that research has identified disparities in the treatment of students of colour compared to their white peers at Brown University. Studies have shown that Black and Brown students are more likely to receive harsher and more frequent punishment, contributing to a racial gap in school suspensions and expulsions. This issue is not unique to Brown University but reflects broader societal biases and inequities in the education system. To address these disparities, Brown University and other institutions must strive for cultural competency among educators and work towards creating a more equitable and inclusive environment for all students.
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Frequently asked questions
If you are found responsible for a Code violation, the office will report it if asked. Internally, violations and their outcomes are shared. For external constituents, only incidents that result in a community status outcome of Probation or above are reported.
The investigative review process involves gathering relevant information to determine if there is a basis to file charges against a student. The investigation report will be the main hearing document if the case is referred to a hearing.
After gathering all relevant information, the Director of Student Conduct may decide that there is not a basis to file charges. However, if there is a basis, charges may be filed, and the matter will be resolved accordingly.
A student who is suspended or expelled will have a permanent transcript notation. They may petition the Dean of Students for re-enrollment after the suspension period.
Research suggests that Black and brown students at Brown University are more likely to receive harsher and more frequent punishment than their white peers. This is due to racial biases and the low number of Black teachers, indicating continued resistance to an equitable education system.
