Date of Conferral

2-6-2024

Date of Award

February 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Cleveland Hayes

Abstract

Leadership, teachers, and parents have observed significantly disproportionate discipline of African American students at urban elementary schools located in Ohio, despite the implementation of positive behavior intervention supports (PBIS). This basic qualitative study explored teacher perceptions of the overrepresentation of disciplinary actions amongst African American male elementary students in a regional school system in Ohio. The conceptual framework for this study was derived from Ladson-Billings’ theory of culturally relevant pedagogy and Skinner’s operant conditioning, which supports the PBIS framework. The research questions focused on the teachers’ perceptions and recommendations about training, resources, and support they need to address the overrepresentation of disciplinary actions amongst African American male elementary students. Ten elementary teachers were interviewed. Teachers chosen had some training in implementing PBIS and work in the school district, while the PBIS intervention was implemented. The three primary themes that emerged from the one-on-one conversations after the coding process were training, preparation, and support needs expressed for effectively implementing PBIS and culturally responsive practices, relationship building, and consistency and structure in expectations and consequences. Participants expressed a desire for deeper professional development focused on equitable PBIS and cultural responsiveness. In response, a three-day training was developed incorporating interactive activities, storytelling, videos, and practical strategies. This project has the potential for meaningful social change by empowering educators to dismantle systemic bias and racism by cultivating a meaningful impact on school culture.

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