Examining Disproportionality in School Discipline for Aboriginal Students in Schools Implementing PBIS

Autor/inn/en	Greflund, Sara; McIntosh, Kent; Mercer, Sterett H.; May, Seth L.
Titel	Examining Disproportionality in School Discipline for Aboriginal Students in Schools Implementing PBIS
Quelle	In: Canadian Journal of School Psychology, 29 (2014) 3, S.213-235 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573514542214
Schlagwörter	Disproportionate Representation; Indigenous Populations; Minority Group Students; Rural Schools; Elementary School Students; Middle School Students; Discipline; Regression (Statistics); Hypothesis Testing; Referral; Foreign Countries; Behavior Modification; Canada Natives; Residential Schools; Poverty; Behavior Problems; Suspension; Statistical Analysis + Suchen Sie Ihr Suchwort? Sinti und Roma; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disziplin; Regression; Regressionsanalyse; Hypothesenprüfung; Hypothesentest; Ausland; Behaviour modification; Verhaltensänderung; Heimschule; Armut; Ausschluss; Schulausschluss; Statistische Analyse
Abstract	The purpose of this exploratory study was to investigate the extent to which students with Aboriginal status receive disproportionate rates of office discipline referrals (ODRs) and more severe administrative consequences relative to students without Aboriginal status. The participants were 1,750 students in five rural British Columbia and Alberta elementary and middle schools implementing Positive Behavioral Interventions and Supports (PBIS). Binary multilevel logistic regression was used to determine to what extent disproportionality was present. Contrary to hypotheses, students with Aboriginal status were no more likely to receive ODRs than students without Aboriginal status. Students with Aboriginal status were not statistically significantly more likely to receive suspensions and harsh administrative consequences from ODRs. Potential factors for these encouraging findings include the small sample, the Canadian context, and implementation of PBIS with culturally responsive adaptations for students from Aboriginal cultures. Results are discussed with respect to reducing disproportionate outcomes for Aboriginal students in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10