Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices

Autor/inn/en	Cook, Clayton R.; Duong, Mylien T.; McIntosh, Kent; Fiat, Aria E.; Larson, Madeline; Pullmann, Michael D.; McGinnis, Jenna
Titel	Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices
Quelle	In: School Psychology Review, 47 (2018) 2, S.135-152 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Males; African American Students; Student Behavior; Discipline Problems; Program Effectiveness; Intervention; Teacher Student Relationship; Classroom Techniques; Self Control; Teacher Attitudes; Behavior Problems; Empathy; Responses; Case Studies; Referral; Punishment; Elementary Schools; Positive Behavior Supports; Disproportionate Representation; Action Research; Faculty Development; Program Implementation; Fidelity; Questionnaires; Rating Scales; Statistical Analysis + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Selbstbeherrschung; Lehrerverhalten; Empathie; Case study; Fallstudie; Case Study; Bestrafung; Elementary school; Grundschule; Volksschule; Projektforschung; Fragebogen; Rating-Skala; Statistische Analyse
Abstract	Longstanding discipline disparities for Black male students are associated with untoward outcomes and necessitate feasible and effective school-based solutions. This study examined the efficacy of GREET-STOP-PROMPT (GSP) as a low-cost, potentially high-yield strategy designed to intervene on putative malleable root causes proximal to teacher-student interactions. GSP relies on three core components to mitigate proximal causes of exclusionary discipline decisions, including: (a) proactive classroom management strategies; (b) a self-regulation technique to mitigate the impact of teacher biases on the response to problem behavior; and (c) reactive strategies to increase empathic, consistent, and appropriate responses to problem behavior. Overall, results from a single case experimental concurrent multiple baseline design across schools indicated that the GSP strategy yielded systematic reductions in risk ratios. More specifically, these results showed that the likelihood of Black male students receiving an office referral was cut by two thirds following implementation of the GSP strategy. In addition, findings from this study indicated that Black male students' self-reported school connections significantly improved from pre- to postintervention. Implications, limitations, and future directions of the results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01