Date of Conferral

2022

Degree

Ph.D.

School

Public Policy and Administration

Advisor

Dianne Williams

Abstract

The effectiveness of the student conduct approaches of the mixed method model, a mixture of restorative justice and traditional sanctioning, and traditional sanctioning, known as the “model code,” in student learning at historically Black colleges and universities (HBCUs) has been largely unexamined in existing literature. This quantitative study examined whether the model code process or a mixed method model process is more effective and efficient in producing learning and accountability. The present study utilized the 28-item questionnaire from the Student Accountability and Restorative Research (STARR) Project, a multicampus study conducted in 2011 in the United States. In the current study, the questionnaire was administered to 191 students at a 4-year public HBCU, referred to as Institution A, with a population of 6,000 students. The collected data from Institution A’s responses were used to compare the responses from the previously collected data from the STARR Project. The results of the statistical analyses showed drug use as the primary violation and that most cases were considered to be moderately serious violations, ultimately supporting the finding that a mixed method model process is more beneficial than a model code process in creating student learning and accountability in the student conduct process. The results of the t tests, ANOVA, and a multiple binary regression indicated only slight differences based on the type of hearing process at the HBCU. This study could widely support conduct practitioners in the realm of student conduct or adjudicating participants in disciplinary proceedings within the court system.

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