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School Use of Excessive Suspensions for Minority Students with Challenging Behaviors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	School Use of Excessive Suspensions for Minority Students with Challenging Behaviors./
Author:	Hopkins, Jacquelyn Kay.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	120 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28862659
ISBN:	9798496542630

School Use of Excessive Suspensions for Minority Students with Challenging Behaviors.
Hopkins, Jacquelyn Kay.

School Use of Excessive Suspensions for Minority Students with Challenging Behaviors. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 120 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ed.D.)--Walden University, 2021.

This item must not be sold to any third party vendors.

Many U.S. school leaders continue to use the punitive discipline policies to address disciplinary infractions, despite evidence that this approach may be counterproductive. Restorative discipline offers a strategic approach to potentially decrease student suspension for disciplinary infractions. Despite the implementation of restorative discipline practices, 630 minority students were suspended in a school year for breaking the school code of conduct at one Texas middle school. Guided by a framework based on restorative discipline practices, the purpose of this basic qualitative study was to understand educators' perceptions about the use of restorative discipline practices in the local middle school to develop recommendations for reducing the use of suspension for minority students. A purposive sample of eight teachers from the local middle school (four 6th grade, three 7th grade, and one 8th grade) completed semistructured interviews. Analysis using open and axial coding revealed three themes related to teachers' perceptions of implementation of restorative discipline practices: teacher buy-in, dedicated time for restorative circles, and all staff using strategies consistently as prescribed in training. Findings suggest that a restorative discipline program could be effective if there is teacher and administrator support and attention to consistent implementation. Based on these findings, a position paper with a policy recommendation was developed offering guidance to school leaders on how to revise disciplinary policies and improve practices. The implications for positive social change include potentially reducing the suspension rate of minority students in this middle school as well as other similar school locations using restorative discipline practices.

ISBN: 9798496542630Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Minority students

School Use of Excessive Suspensions for Minority Students with Challenging Behaviors.
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300 $a 120 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
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520 $a Many U.S. school leaders continue to use the punitive discipline policies to address disciplinary infractions, despite evidence that this approach may be counterproductive. Restorative discipline offers a strategic approach to potentially decrease student suspension for disciplinary infractions. Despite the implementation of restorative discipline practices, 630 minority students were suspended in a school year for breaking the school code of conduct at one Texas middle school. Guided by a framework based on restorative discipline practices, the purpose of this basic qualitative study was to understand educators' perceptions about the use of restorative discipline practices in the local middle school to develop recommendations for reducing the use of suspension for minority students. A purposive sample of eight teachers from the local middle school (four 6th grade, three 7th grade, and one 8th grade) completed semistructured interviews. Analysis using open and axial coding revealed three themes related to teachers' perceptions of implementation of restorative discipline practices: teacher buy-in, dedicated time for restorative circles, and all staff using strategies consistently as prescribed in training. Findings suggest that a restorative discipline program could be effective if there is teacher and administrator support and attention to consistent implementation. Based on these findings, a position paper with a policy recommendation was developed offering guidance to school leaders on how to revise disciplinary policies and improve practices. The implications for positive social change include potentially reducing the suspension rate of minority students in this middle school as well as other similar school locations using restorative discipline practices.
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