Exploring Educators' Commitment to Racial Equity in School Discipline Practice: A Qualitative Study of Critical Incidents

Autor/inn/en	Bastable, Eoin; McIntosh, Kent; Fairbanks Falcon, Sarah; Meng, Paul
Titel	Exploring Educators' Commitment to Racial Equity in School Discipline Practice: A Qualitative Study of Critical Incidents
Quelle	(2021), (47 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Discipline; Student Behavior; Racial Bias; Teacher Attitudes; Social Justice; Barriers; At Risk Students; Minority Group Students; Disproportionate Representation; Ethnicity; Attitude Change; Critical Incidents Method; Persistence; School Personnel; Elementary Secondary Education; Data Use; Racial Discrimination; Experience; Knowledge Level; Equal Education; Positive Behavior Supports; Family Attitudes; Consciousness Raising; Beliefs; Social Attitudes; Peer Influence; Teacher Influence; Ethnic Stereotypes; Discipline Policy; Teacher Expectations of Students; Culturally Relevant Education; Faculty Development; Ethnic Diversity; Mentors; Leadership Responsibility + Suchen Sie Ihr Suchwort? Disziplin; Student behaviour; Schülerverhalten; Racial discrimination; Rassismus; Lehrerverhalten; Soziale Gerechtigkeit; Ethnizität; Attitudinal change; Einstellungsänderung; Ausdauer; Schulpersonal; Racial bias; Erfahrung; Wissensbasis; Bewusstseinsbildung; Belief; Glaube; Social attidude; Soziale Einstellung; National stereotype; Nationales Stereotyp; Disziplinarmaßnahme
Abstract	As interventions show promise for reducing school discipline disparities, it is important to understand what variables increase educators' commitment toward addressing racial equity in schools. In-depth interviews were conducted with a purposeful sample of 15 educators asked to describe pivotal events that shifted their own or others' active commitment toward racial equity in school discipline practice. Analysis of interviews, using an established qualitative methodology, produced 210 observable incidents that were grouped into 22 representative categories. Findings included 14 helping categories, 4 hindering categories, as well as 4 categories describing what could have increased educators' commitment sooner. Implications for practice are discussed in relation to current research, theory, and consultation models. [This paper will be published in "Journal of Educational and Psychological Consultation."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01