Exploring Educators' Commitment to Racial Equity in School Discipline Practice: A Qualitative Study of Critical Incidents
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| Title: | Exploring Educators' Commitment to Racial Equity in School Discipline Practice: A Qualitative Study of Critical Incidents |
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| Language: | English |
| Authors: | Bastable, Eoin, McIntosh, Kent, Fairbanks Falcon, Sarah, Meng, Paul |
| Source: | Grantee Submission. 2021. |
| Peer Reviewed: | Y |
| Page Count: | 47 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A170034 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | 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 |
| DOI: | 10.1080/10474412.2021.1889194 |
| 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."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2021 |
| Accession Number: | ED612134 |
| Database: | ERIC |
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| 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."] |
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| DOI: | 10.1080/10474412.2021.1889194 |
