In recent weeks, Utahns have seen a surge in news coverage regarding Davis School District’s decision to ban symbols they consider politically charged, including Black Lives Matter and Pride flags. We feel the discourse surrounding this decision lacks recognition of the ways actions, such as this ban, are often justified through “policy” when, in actuality, these actions are driven by culturally embedded beliefs — such as “The Davis Way.”
We are critical of this recent ban because it is in opposition to Davis School District’s written policy, which consists of an overflow of supportive language toward LGBTQ+ students. Further, the DSD’s non-discrimination policy includes explicit mention of race, sexual orientation and gender identity. After facing an investigation by the Department of Justice, the district must reckon with the duplicity of written policies and everyday actions.
The Davis School District has long had a mentality of, “The Davis Way,” which is much like “The Utah Way.” The Davis Way is often employed to describe positive features of educators, schools and local communities. Additionally, it is used to stifle conversation of change and to claim unanimity where it does not exist. This mentality then influences other factors within the district that trickle down to classroom practices.
While claiming unanimity through the Davis Way may originate with good intentions, it has negative implications for teachers and students. Devaluing individual voices and discouraging discourse does not enhance student learning, nor does it empower employees. Rather, it limits student potential, promotes fear amongst employees and creates an environment where discrimination can exist unaddressed. Understanding the Davis Way is important for interpreting the DSD’s stance of political neutrality along with the DOJ report on racial harassment.
The Davis School District has stated political neutrality while prohibiting Black Lives Matter and Pride flags from classrooms, and a district spokesperson has stated that the district is following Utah law. However, there is no Utah law on political neutrality for K-12 educators. In fact, educational leadership standards recognize educational leaders as political agents. Claiming that actions follow policies that are not written down is a misguided educational practice. Looking beyond written policy, a shift in attitudes, actions and beliefs is desperately needed within the district to ensure the safety of students and teachers of all backgrounds within the district.
The Justice Department has provided the Davis School District with information for reviewing and revising their anti-discrimination policies. However, we argue that written policies only go so far in the quest for social change in education — especially in settings with homogenous or conservative cultures, such as Davis. For years the district has proclaimed that it promotes diversity, yet, discrimination of LGBTQ+ youth and students of color has persisted for years in this district — the most recent example being the ban on Black Lives Matter and Pride flags.
Regardless of race, class, gender or any other identity, we believe that a culture shift is necessary to support the learning of marginalized students. This is done through actions — not words. Written policies do little unless students, educators and school leaders make attempts to enact these policies in equitable ways that promote a culture where all students are accepted, feel safe and can thrive.
Spencer Hadlock
Sonny Partola
Sydney Linderman
Spencer Hadlock, Sonny Partola and Sydney Linderman are graduate students at the University of Utah researching educational policy.
