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.
|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|
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