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Dissertation/Thesis Abstract

Restorative Practices in Schools: A Qualitative Research Study on the Impact Dialogue Circles Have on African American and Latino/A Students
by Ramirez, Elsie De Marie, Ed.Sp., California State University, Long Beach, 2018, 121; 10839591
Abstract (Summary)

Currently, research reveals a gap of knowledge about African American and Latino/a students’ experiences participating in restorative practices such as dialogue circles. In the United States, African American and Latino/a students are disciplined more harshly by teachers as well as being suspended and expelled at a higher rate. Alternatives to punitive approaches like suspension and expulsion are addressed throughout this thesis. The nine participants of this study attended a three-day camp that focused on building social justice awareness and connectedness while utilizing dialogue circles. The interviews revealed that through these dialogue circles, the participants were able to think critically about conflicts, social division, discrimination, and oppression as it relates to themselves, their community, and country. Implications and recommendations based on the findings of this study, are provided to inform educators and school personnel about alternative ways of disciplining. Future studies are recommended to further study the influences of community based programs like the Building Bridges in High Schools.

Indexing (document details)
Advisor: Pérez Huber, Lindsay
Commitee: Benitez, Juan, Flores, Nina M.
School: California State University, Long Beach
Department: Advanced Studies in Education and Counseling
School Location: United States -- California
Source: MAI 58/02M(E), Masters Abstracts International
Subjects: Educational psychology, Latin American Studies
Keywords: African American youth, Dialogue circles, Latino/a youth, Punitive practices, Restorative justice in schools, School-to-prison pipeline
Publication Number: 10839591
ISBN: 978-0-438-38792-8
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