Black and Latine Youth Thinking about Punitive and Restorative Approaches in Relation to Race/Ethnicity
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| Title: | Black and Latine Youth Thinking about Punitive and Restorative Approaches in Relation to Race/Ethnicity |
|---|---|
| Language: | English |
| Authors: | Gabriel Velez (ORCID |
| Source: | Journal of Educational Psychology. 2025 117(8):1269-1284. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Restorative Practices, Racial Differences, Racism, Discipline, African American Students, Hispanic American Students, High School Students, Student Attitudes, Program Effectiveness, Conflict Resolution, Public Schools, Private Schools |
| Geographic Terms: | Wisconsin (Milwaukee) |
| DOI: | 10.1037/edu0000968 |
| ISSN: | 0022-0663 1939-2176 |
| Abstract: | Restorative practices (RPs) are a growing approach to mitigate racial/ethnic disparities in school disciplinary systems. This qualitative study explores the lived experiences of Black and/or Latine students, examining how they perceive and interpret disciplinary approaches in their schools. Using focus groups across seven high schools (N = 93 participants), we explored how students made meaning of the potential of RP. Overall, participants expressed nuanced opinions regarding the purposes and effectiveness of both punitive and restorative approaches. Specifically, participants demonstrated mixed thinking about punitive and restorative responses, connected the efficacy of responses to context, and stressed the importance of incorporating youth voice into all disciplinary responses. In general, students conveyed that RP has the potential to address racial/ethnic disparities in schools, but there were many challenges to fulfilling this potential. Overall, the focus on meaning making demonstrated nuance and complexity in youths' thinking, emphasizing the need for school disciplinary practices to prioritize and value students' voices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507173 |
| Database: | ERIC |
| Abstract: | Restorative practices (RPs) are a growing approach to mitigate racial/ethnic disparities in school disciplinary systems. This qualitative study explores the lived experiences of Black and/or Latine students, examining how they perceive and interpret disciplinary approaches in their schools. Using focus groups across seven high schools (N = 93 participants), we explored how students made meaning of the potential of RP. Overall, participants expressed nuanced opinions regarding the purposes and effectiveness of both punitive and restorative approaches. Specifically, participants demonstrated mixed thinking about punitive and restorative responses, connected the efficacy of responses to context, and stressed the importance of incorporating youth voice into all disciplinary responses. In general, students conveyed that RP has the potential to address racial/ethnic disparities in schools, but there were many challenges to fulfilling this potential. Overall, the focus on meaning making demonstrated nuance and complexity in youths' thinking, emphasizing the need for school disciplinary practices to prioritize and value students' voices. |
|---|---|
| ISSN: | 0022-0663 1939-2176 |
| DOI: | 10.1037/edu0000968 |
