Perceptions of Disciplinary Practices Among Culturally Responsive Pre-Service and In-Service Teachers
Date of Award
2022
Degree Name
Ed.S. in School Psychology
Department
Department of Counselor Education and Human Services
Advisor/Chair
Elana Bernstein
Abstract
Disproportionate discipline rates exist for Black and African American students in the United States. These rates contribute to poorer academic outcomes and later involvement in the juvenile justice system. Current literature explores culturally competent discipline strategies such as PBIS, Restorative Justice, and Conscious Discipline but does not address implementation of such strategies. Three pre-service teachers currently enrolled in the Urban Teacher Academy and three in-service teachers who completed the Urban Teacher Academy at the University of Dayton participated in this study. A mixed methods design was utilized in this study. Participants first completed a Self-Assessment for Cultural Competence on which they scored within the culturally competent range. Participants then completed qualitative interviews to discuss classroom discipline and management strategies. Results indicated culturally competent educators implement district or building wide discipline strategies, build relationships with students, and demonstrate empathy for students. Implications for teacher training programs striving to prepare culturally responsive teachers and future research are discussed.
Keywords
Educational Psychology, Education, Disproportionate discipline, school discipline, culturally competent educators, restorative justice, conscious discipline, student teacher relationships
Rights Statement
Copyright © 2022, author.
Recommended Citation
Fishback, Jordyn, "Perceptions of Disciplinary Practices Among Culturally Responsive Pre-Service and In-Service Teachers" (2022). Graduate Theses and Dissertations. 7119.
https://ecommons.udayton.edu/graduate_theses/7119
