dc.contributor.advisor | Irby, Beverly | |
dc.creator | Harper, Ilene Brown | |
dc.date.accessioned | 2018-09-21T14:54:28Z | |
dc.date.available | 2018-09-21T14:54:28Z | |
dc.date.created | 2017-12 | |
dc.date.issued | 2017-09-01 | |
dc.date.submitted | December 2017 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/169553 | |
dc.description.abstract | National trends indicate that systemic disparities in school discipline are evident
by race. Students of color, for instance, are more likely than White students to be
suspended from school. School-level policies and practices, as well as conditions in the
community contribute to the disparate impact of school discipline among African-
American students. In Texas, African-American students are disproportionately more
likely to be removed from the classroom for disciplinary reasons. While the federal
government has provided guidance on how positive discipline policies can help create
safer learning environments without relying heavily on suspensions and expulsions, the
problem is very complex in that there are many factors working against African-
American students.
With the need for discipline to be directly aligned with instructional strategies
and classroom expectations, there is a demand for more research-based practices to
address student behaviors from a culturally relevant perspective. Furthermore,
acknowledging that more than 40 years of research exist documenting the problem, there
is very limited qualitative research on effective practices. Through this
phenomenological study, I provide insight to the school leaders’ perceptions of Positive
Behavioral Interventions and Supports (PBIS) and Culturally Responsive Instructional
Leadership (CRIL) in response to disproportionality in school discipline of African-
American students. Likewise, a seven-step model for implementing PBIS with CRIL to
address disproportionality in school discipline of African-American students is presented
for practitioners. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.subject | Positive Behavioral Interventions and Supports (PBIS) | en |
dc.subject | Cultural
CRIL | en |
dc.title | High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students | en |
dc.type | Thesis | en |
thesis.degree.department | Educational Administration and Human Resource Development | en |
thesis.degree.discipline | Educational Administration | en |
thesis.degree.grantor | Texas A & M University | en |
thesis.degree.name | Doctor of Philosophy | en |
thesis.degree.level | Doctoral | en |
dc.contributor.committeeMember | Webb-Hasan, Gwendolyn | |
dc.contributor.committeeMember | Ridley, Charles | |
dc.contributor.committeeMember | Dirani, Khalil | |
dc.type.material | text | en |
dc.date.updated | 2018-09-21T14:54:29Z | |
local.etdauthor.orcid | 0000-0001-9370-483X | |