An Educator's Perspective on Culturally Responsive School-Wide Positive Behavior Interventions and Supports' Impact on Racial Disparity in School Discipline
التفاصيل البيبلوغرافية
العنوان:
An Educator's Perspective on Culturally Responsive School-Wide Positive Behavior Interventions and Supports' Impact on Racial Disparity in School Discipline
This quantitative research study will explore how educators perceive culturally responsive School-Wide Positive Behavior Interventions and Supports' (SWPBIS) impact on racial disparities in school discipline. At the time of this study, the literature on the effectiveness of culturally responsive SWPBIS in terms of racial disparity was mixed. Therefore, this study sought to explore how educators perceived culturally responsive PBIS on racial disparities with school districts in Eastern Pennsylvania. This study looked at the relationships among the five components of culturally responsive SWPBIS in terms of suspension rates of referral and risk indices. The findings of this study may contribute to the education field by providing a way for educators to work towards equity in schools and in communities. The practical application of this study, in relation to Mezirow's theory of transformative learning, may cause educators to rethink perspectives and interpretive frameworks, thus revising ways of thinking, and making changes to school systems by moving towards equity for all races. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
