High School Teachers' Descriptions of Restorative Justice Practices as an Influence on Hispanic Student Behavior: A Qualitative Single Case Study

Autor/inn/en	Gomez, Jennifer C.; Tennial, Derrick M.
Titel	High School Teachers' Descriptions of Restorative Justice Practices as an Influence on Hispanic Student Behavior: A Qualitative Single Case Study
Quelle	In: Journal on Educational Psychology, 15 (2021) 2, S.28-52 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	High School Teachers; High School Students; Hispanic American Students; Student Behavior; Justice; Discipline; Behavior Modification; Accountability; Teacher Student Relationship; Teacher Expectations of Students; Conflict Resolution; Interpersonal Relationship; Interpersonal Communication; Cultural Awareness; Cultural Relevance; English Language Learners; Problem Solving; Social Development; Disproportionate Representation; Urban Schools; Iowa + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Student behaviour; Schülerverhalten; Gerechtigkeit; Disziplin; Behaviour modification; Verhaltensänderung; Verantwortung; Teacher student relationships; Lehrer-Schüler-Beziehung; Conflict solving; Konfliktlösung; Konfliktregelung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Cultural identity; Kulturelle Identität; Problemlösen; Soziale Entwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Restorative justice is a non-punitive form of discipline and is applied in educational settings to address discipline disparities. This qualitative descriptive single case study explored how high school teachers describe restorative justice practices as an influence on the behavior of Hispanic students in an urban high school in Iowa. Data were collected from high school teachers, triangulated using questionnaires, interviews, and a focus group, and analyzed using Braun and Clarke's (2006) six-step thematic data analysis process. With restorative justice as the theoretical framework, the research questions focused on how high school teachers described the restorative justice practices of engagement, accountability, and restoration as an influence on the behavior of Hispanic students. The findings were consistent with existing research, particularly the impact on relationships. Teachers reported that Hispanic students generally followed the classroom expectations, responded to re-teaching when needed, and were willing to engage in addressing conflict and repair or restore a relationship. Additionally, teachers reported few behavioral concerns or conflicts with Hispanic students and utilized different methods to bridge the communication gap with students whose native language was something other than English. Issues related to color blindness and a lack of cultural competence were revealed. Recommendations for future practice include placing a stronger emphasis on the implementation of restorative practices and considering race or ethnicity and equity when implementing restorative practices. Recommendations were made to extend this study to include other perspectives from other populations and other geographic regions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01