Reimagining School Discipline: A White, Female Principal's Experience Implementing Restorative Practices and SW-PBIS
1 online resource (130 pages) : PDF
University of North Carolina at Charlotte
Educators and researchers have been exploring alternative approaches to school discipline such as School-wide Positive Interventions and Supports (SW-PBIS) and Restorative Justice. While these programs and practices along have been determined to be effective in reducing instances of discipline disproportionality (McIntosh et. al., 2018; Stewart Kline, 2016), there has been little research analyzing the effectiveness of both approaches implemented in tandem. Using an autoethnographic design, this study critically analyzes the beliefs and perceptions of one white, female school principal as she combines SW-PBIS and Restorative Practices at her racially diverse, Title I elementary school. Through the collection of raw data, reflexive journaling, and reflecting on public, archival data sets, the researcher explored the essence of her own identity as a white, female principal by addressing the following research questions: 1) How has implementing restorative practices and SW-PBIS simultaneously within a diverse, Title I, urban-like school helped to shape my beliefs as a white female administrator? 2) As a white female principal, what are my perceptions of the staff response to a blended model of SW-PBIS and Restorative Practices? 3) How do I, as a white female principal, contribute to the environment that produces discipline disparities? How do I combat it? Four themes emerged during the data analysis: A Pollyanna Principal, Deficit Mindsets, Zero Tolerance for Zero-Tolerance, and White Savior. The findings revealed connections between the themes and Critical Race Theory, exposing the influence of race in student discipline through her eyes as a white female principal. Realizing the influence and impact of her whiteness on school discipline was a humbling epiphany. Recommendations for future research include studies that incorporate the voices of Black students and their families and focus on shifting mindsets. Additionally, recommendations are provided for teachers, student teachers, administrators, and parents when looking to tear down the walls of discipline disproportionality.
AutoethnographyCritical Race TheoryDiscipline DisproportionalityRestorative PracticesSw-Pbis
Curriculum & Instruction
Lewis, ChanceHancock, StephenLo, Ya-yu
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2022.
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