Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donald Poplau

Abstract

Throughout public schools in the United States, minority students continue to receive more disciplinary consequences compared to other groups of students. The problem addressed in this study was the persistence of discipline disproportionality between minority students and White students at a public U.S. middle school, even with recent efforts such as the implementation of the positive behavior interventions and supports (PBIS) framework. Guided by the theory of behaviorism, the purpose of this basic qualitative study was to investigate teachers’ perceptions about the persistence of this discipline disproportionality between minority and White students and ways to improve the use of PBIS at a local middle school. A purposeful sample of nine teachers who had experience implementing PBIS in the local setting completed semi structured interviews. Data were analyzed using open coding to identify common themes. The themes indicated (a) various forms of disproportionality exist, (b) PBIS is effective and builds community in school, (c) professional development is needed for teachers to ensure fidelity with PBIS strategies, and (d) there is a need for consistency of PBIS implementation. The findings revealed that many teachers acknowledged that minority students receive more suspensions, and PBIS is effective, but professional development is needed. To address the fidelity of PBIS implementation and provide teachers with skills to work with students from diverse backgrounds, a 3-day professional development workshop was created. The findings of this study may initiate social change at the local level by offering strategies to narrow the disciplinary discrepancies between minority and White students and decrease student suspensions overall.

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