Zero tolerance programs led to unequal consequences for African American males because the programs targeted behaviors African American students were more likely to receive discipline for, which resulted in an increase of disciplinary situations for the students. With the disproportionate suspensions and expulsions of African American male students in public schools, Illinois Senate Bill 100 addressed the discipline issues to reduce the number of long-term suspensions and expulsions. In the 2016–2017 school year, the state of Illinois implemented Senate Bill 100. The bill reconstructed the procedures on how school administrators suspended and expelled students; Restorative Justice was a technique used in schools to help reduce the number of suspensions and expulsions. The purpose of this study was to explore the implementation of Restorative Justice with African American male students. The researcher believed the implementation of Restorative Justice might decrease the number of disruptions within the classrooms and reduce the number of suspensions and expulsions. The researcher also believed that Restorative Justice would allow the teachers to be more accountable for classroom management.
This mixed-methods case study explored the beliefs teachers and students had on Restorative Justice when used in class. This current study suggested that while compelling evidence existed when teachers used Restorative Justice at the beginning of the year, teachers may not have continued the implementation. Results also suggested that teachers should receive professional development before and while implementing Restorative Justice in schools.
|Commitee:||Ramey, Jackie, Elder, Robyne|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Educational leadership, Gender studies, African American Studies|
|Keywords:||Classroom management, Discipline, Restorative justice, Zero tolerance|
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