Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Kathleen Kingston

Abstract

African American youth are suspended and expelled at a higher rate than their nonminority (White) counterparts. Punitive processes such as zero-tolerance policies result in suspensions and expulsions, removing African American youth out of the classroom, and increasing the risk of dropping out and diminishing opportunities for academic success. The purpose of this study was to explore the role of restorative practices in urban high schools through the perspectives of urban educators. For the purpose of this study, the term urban was defined as predominantly African American. The theoretical foundation of this basic qualitative research was Canter and Canter’s assertive behavior model. The research questions guiding this study focused on the perspectives on school discipline of educators regarding the use of restorative practices; the ways that restorative practices influenced educators’ attitudes toward the role of school discipline; and the ways that perspectives of teachers, deans, and administrators differ on the use of restorative practices with urban high school youth. Data were collected through semistructured interviews with 10 participants who used restorative practices in urban high schools. Data analysis included coding and the identification of themes. Findings revealed that educators most often used restorative practices for physical or verbal altercations; restorative practices had some influence on disciplinary decisions; and there were pros and cons to using restorative practices. This study may influence positive social change by informing other educators in urban high schools who use restorative practices, of ways to improve staff and student relationships, which could minimize negative behaviors and out-of-school suspensions.

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