Although there is empirical evidence concerning the prevalence of racial disproportionality in school disciplinary practices, there is limited research on effective interventions that address this systemic and institutional phenomenon. This gap in the literature necessitates research that includes in-depth narratives that assist urban schools in eradicating racial disparities in meaningful ways. This study employs qualitative methods, including a document review, field notes, and semi-structured interviews, to examine and explore the process and lived experiences of individuals engaged in reducing racial disproportionality in an urban district and one of its elementary schools. Data were analyzed using critical race theory (CRT) and its central tenets to create a narrative that allowed individuals to explain in their own words their engagement and lived experiences while addressing racial disproportionality. Findings suggested that leadership, engagement, professional development, and readiness play a significant role in equity efforts at the district and building levels. The study also emphasized key considerations for any urban district before planning, implementing, and evaluating programs to address racial disproportionality.
|Commitee:||Powers Costello, Elizabeth, Diller, Philip|
|Department:||Educational Leadership and Special Education|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||Education, Elementary education|
|Keywords:||Critical race theory, Culturally relevant practices, Equity, Implicit bias, Racial disproportionality, School discipline|
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