Dissertation/Thesis Abstract

Restorative Practices in Schools and Its Relationship to Decreasing Discipline Infractions in African American Males
by Muhammad, Leslie, Ed.D., Lindenwood University, 2018, 150; 10830999
Abstract (Summary)

After passing the Zero Tolerance policies in 1994, schools began to have a substantial increase in the number of suspensions especially among African Americans and students of color. The researcher wanted to explore alternative methods to traditional discipline to ascertain if it would decrease the number of suspensions in African American boys. The purpose of this mixed-methods study on restorative practices is to evaluate the effectiveness of alternative discipline methods such as Restorative Practices and Mindful Activities in Midwestern urban inner city elementary school of African American male students, in third grade. There has been a true void in addressing the substantial amount of suspensions in African American boys. This mixed method study included collecting secondary data from two different Midwestern urban elementary schools information system to compare the discipline in African American boys particularly in third grade, which is known as the grade level that is the school to prison pipeline, one school that applied alternative methods to discipline and another school that did not apply alternative methods of Restorative Practices and Mindful Activities instead of traditional discipline methods. In addition, interviews, surveys, and questionnaires were completed with the schools’ administrators, dean of students, school counselors and social workers. The participants overwhelmingly felt that the alternative methods of Restorative Practices and Mindful activities instead of traditional discipline methods decreased the number of suspensions in African American boys. However, the statistical data provided information that Restorative Practices and Mindful activities instead of traditional discipline methods did not decrease the number of African American third grade boys who were suspended. It was also determined; however, there was a significant difference between the suspensions of African American third grade boys and non-African American third grade boys. The data collected from this mixed method study can further assist what type alternative methods need to be employed to further decrease the number of suspension in students who are African American, in particular third grade African American boys, other than traditional methods.

Indexing (document details)
Advisor: Elder, Robyn
Commitee: Carpenter, Angela, Walter, Jim, Winslow, Kevin
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 79/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: African American Studies, Educational evaluation, Education Policy, Elementary education, Gender studies
Keywords: Discipline, Zero Tolerance policy
Publication Number: 10830999
ISBN: 9780438095564
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