A Multilevel Analysis of Black Male Secondary School Student Discipline and Achievement in Relation to Violence Exposure

Autor/in	Garo, Laurie Ann
Titel	A Multilevel Analysis of Black Male Secondary School Student Discipline and Achievement in Relation to Violence Exposure
Quelle	(2017), (363 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Charlotte
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-0450-1
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; Secondary School Students; Student Behavior; Discipline; Academic Achievement; Violence; Neighborhoods; Suspension; Homeless People; Disproportionate Representation; Outcomes of Education; Posttraumatic Stress Disorder + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Sekundarschüler; Student behaviour; Schülerverhalten; Disziplin; Schulleistung; Gewalt; Neighbourhoods; Nachbarschaft; Ausschluss; Schulausschluss; Homeless person; Homeless persons; Obdachloser; Lernleistung; Schulerfolg
Abstract	This study examined school outcomes for Black male secondary school students in relation to neighborhood violence, focusing on Disproportionality in out of school suspension and below-proficiency achievement on selected standardized tests. Grounded in trauma and strain theories, student aggressive response to violence is attributed in part to post-traumatic stress disorder as triggered by traumatic experience but also as anger and frustration over unjust treatment. The study hypothesized neighborhood violence as moderator between Black males and disparities among the selected outcomes as advocacy for trauma-sensitive practices in lieu of exclusionary discipline. Relative risk ratios calculated discipline and achievement disproportionality, while spatial and multi-level modeling methods examined statistical significant impacts of neighborhood violence exposure on student behavior (suspensions) and learning (test proficiency), considering also significance with individual, level-1 variables on special education, homelessness, arrest and unexcused absence. A neighborhood trauma vulnerability index (TVI), established via geographic information system, formed the level-2 variable in modeling of violence exposure on student outcomes. Conclusions are that violence clearly serves as a moderator in the observed positive relationship between Black males and suspensions, and that future modeling include school-level moderator effects on discipline and achievement. Additionally, TVI model improvements are suggested to address violence specifically affecting Black males, including indices of racial injustice as traumatic experience. Homelessness is recommended for inclusion in monitoring of discipline disproportionality, with suggested further study of traumatic occurrences uniquely encountered by Black males who undergo homelessness. Finally, results advocate for schools to incorporate trauma-sensitive practices responsive to Black male experience. [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	2020/1/01