Developing a Framework for Curtailing Exclusionary Discipline for African-American Students with Disruptive Behavior Problems: A Mixed-Methods Approach

Using a mixed-methods approach in a predominantly African-American school district, a set of qualitative studies were conducted to establish priority areas for school-based interventions to curtail the use of exclusionary practices with African-American students exhibiting disruptive behavior. Study...

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Bibliographic Details
Published in:School mental health 2020-12, Vol.12 (4), p.661-676
Main Authors: Serpell, Zewelanji N., Wilkerson, Trakita, Evans, Steven W., Nortey-Washington, Melissa, Johnson-White, Rhonda, Paternite, Carl E.
Format: Article
Language:English
Subjects:
Administrator Attitudes
African American Students
African Americans
Behavior Problems
Behavioral Science and Psychology
Black students
Child and School Psychology
Clinical Psychology
Concept Mapping
Counselor Attitudes
Developmental Psychology
Discipline
Discipline Policy
Education
Elementary schools
Inequality
Intervention
Learning
Nontraditional Education
Original Paper
Outcomes of Education
Parent Attitudes
Parent Participation
Positive Behavior Supports
Psychology
Race
Racial differences
Restorative justice
School discipline
School districts
School Safety
Social Emotional Learning
Student behavior
Suspension
Teacher Attitudes
Teachers
Zero Tolerance Policy
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Summary:Using a mixed-methods approach in a predominantly African-American school district, a set of qualitative studies were conducted to establish priority areas for school-based interventions to curtail the use of exclusionary practices with African-American students exhibiting disruptive behavior. Study 1 employed concept-mapping methodology with a focus group of 11 key stakeholders—teachers, school counselors and administrators—and generated five potential target areas, as well as ratings of their perceived importance and feasibility. These target areas included: social-emotional supports, parental involvement, academic support/pedagogy, policies and staff, and community linkages. Study 2 involved phone interviews with 10 parents of students placed in an alternative school setting in the same school district, and a retrospective review of their children’s school records. Triangulated data were used to develop a conceptual framework to understand the use of exclusionary discipline with troubled students and to guide intervention development in this community.
ISSN:1866-2625
1866-2633
DOI:10.1007/s12310-020-09380-z