Are High Levels of Educator Bias Associated with the Disproportionate Discipline of Black Students?

Autor/in	Ramos, Melissa Ann
Titel	Are High Levels of Educator Bias Associated with the Disproportionate Discipline of Black Students?
Quelle	(2022), (102 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of North Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-8490-9
Schlagwörter	Hochschulschrift; Dissertation; Discipline; Disproportionate Representation; African American Students; Suspension; Expulsion; Racial Differences; Critical Race Theory; Racism; Teacher Attitudes; Evidence Based Practice; Urban Schools; Teacher Characteristics; Environmental Influences; Positive Behavior Supports + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Disziplin; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ausschluss; Schulausschluss; Relegation; Rassenunterschied; Rassismus; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Environmental influence; Umwelteinfluss
Abstract	Data on school discipline inequities have shown disproportionate numbers of Black students suspended and expelled compared to their non-Black counterparts. Despite the implementation of evidence-based solutions such as positive behavior supports and intervention, educator professional development, and restorative practices aimed at closing the racial discipline gap, little to no change has occurred. Critical Race Theory is used as a lens for viewing racial hierarchies as a socially constructed tool to oppress people of color. This oppression can be seen in various aspects of society and in education, especially in school discipline. It is fueled by biases, both implicit and explicit. This study aims to bring light to the impact of educator bias on the lack of positive change upon implementation of evidence-based strategies aimed to minimize school discipline inequities. The data for this quantitative study was collected through surveys designed to measure explicit and implicit bias of K-12 public school educators in a large urban school district in the Southeastern U.S. Regression analysis was used to determine if there is a relationship between high levels of educator bias and high levels of racial discipline disproportionalities. The discrepancies between total enrollment of Black students and discipline (i.e., multiple out-ofschool suspension rates) of Black students was not found to correlate to individual factors such as educator race, gender, and total years employed at their current school. Post hoc analysis showed that the discrepancy could not be predicted by school-level factors such as surrounding neighborhood income levels. Findings could be limited by lower-than-expected participation rates but can be built upon with future research aimed at gathering data from a greater number of educators per school. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01