Elementary Teachers’ Perceptions Regarding Behaviors That Lead to Disproportionate Referrals by Race
Date of Conferral
2023
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
David Weintraub
Abstract
AbstractDisproportionate office referrals through teachers in Grades 3-5 based on their students’ race are documented. At a Title I elementary school in the northeastern part of Virginia, non-White students are referred to the office for behavior issues 5% more times than their White peers. Guided by Bell’s critical race theory, the purpose of this study was to examine Grade 3-5 elementary teachers’ perceptions regarding types of behaviors that are leading to disproportionate numbers of office referrals for non-White students. A basic qualitative research design was employed. Semistructured interviews were conducted with 8 purposefully sampled teachers to explore teachers’ perceptions about behaviors that challenge teachers’ authority in the classroom, how they establish understandable classroom rules for all students, and support they need to address behavior issues proactively rather than reactively. Using open and axial coding to analyze data, four themes were identified: disrespect challenged teachers the most, a need to establish cultural norms, explanation of rules for non-English speaking students, and administrative support. These themes guided the creation of a professional training session through which positive social change could occur through relevant learning and active engagement to increase the educational community’s capacity by developing more effective classroom management skills.
Recommended Citation
Johannes, Susan, "Elementary Teachers’ Perceptions Regarding Behaviors That Lead to Disproportionate Referrals by Race" (2023). Walden Dissertations and Doctoral Studies. 14227.
https://scholarworks.waldenu.edu/dissertations/14227
