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

Autor/inn/en	Bastable, Eoin; McIntosh, Kent; Falcon, Sarah Fairbanks; Meng, Paul
Titel	Exploring Educators' Commitment to Racial Equity in School Discipline Practice: A Qualitative Study of Critical Incidents
Quelle	In: Journal of Educational and Psychological Consultation, 32 (2022) 2, S.125-155 (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2021.1889194
Schlagwörter	Teachers; Principals; College Faculty; Teacher Attitudes; Discipline; Racial Bias; Social Justice; Democratic Values; Administrator Attitudes; Administrator Behavior; Teacher Behavior; Critical Incidents Method + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Fakultät; Lehrerverhalten; Disziplin; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Teacher behaviour
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 to 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 school consultation models. [For the corresponding grantee submission, see ED612134.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01