Date of Conferral
1-7-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
James Bailey
Abstract
School leaders and educators face challenges administering discipline equitably in school environments comprised of diverse student populations due to teachers’ potential inherent biases and lack of understanding and training about cultural responsiveness. To increase equity and reduce the disproportionality of discipline referrals issued to Black students, principals and assistant principals, district leaders, and other stakeholders need to acquire more knowledge about culturally responsive practices. The purpose of this basic qualitative study was to explore educator perceptions about the use of positive behavior interventions and supports (PBIS) and cultural responsiveness to reduce the disproportionality of discipline referrals issued to Black students and promote equitable discipline practices in an urban school district. The conceptual framework was Khalifa’s culturally responsive school leadership. The research questions addressed the use of PBIS and cultural responsiveness to reduce the disproportionality of discipline referrals and cultural responsiveness employed with PBIS to promote equitable discipline practices. Data were collected via questionnaire from 12 participants with at least 2 years at the current school, supporting discipline and implementing PBIS. Themes that emerged from thematic analysis of data were that positive interactions between faculty and students help promote inclusive environments, cultural sensitivity helps better engage students and parents, and building individual teacher and school capacity helps manage behavioral complexity. Implications for positive change include advancing fairness and justice for school discipline for minority students, needing more professional development for teachers, and raising awareness about culturally responsive practices.
Recommended Citation
StJames, Onika L., "Leadership Implications of Exploring Educator Perceptions About the Use of PBIS and Cultural Responsiveness to Promote Equitable Discipline Practices for Black Students" (2025). Walden Dissertations and Doctoral Studies. 17155.
https://scholarworks.waldenu.edu/dissertations/17155
