Award Date
8-1-2022
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Psychology, Leadership, and Higher Education
First Committee Member
Maria Roberts
Second Committee Member
Miguel Gonzales
Third Committee Member
Tiberio Garza
Fourth Committee Member
Samuel Scavella
Fifth Committee Member
Lawrence Mullen
Number of Pages
214
Abstract
Throughout the United States and the world, public schools are becoming more culturally diverse. Therefore, teachers and school administrators need to build the foundation to clearly understand students and their families. In this study, three questions will be explored (1) How does professional development in cultural responsiveness affect teachers’ viewpoints in how they work with their Black elementary male students based on the CISA survey? (2) How are the number of Black elementary male students’ discipline incidents from the beginning of a school year changed after teachers receive culturally responsive professional development? (3) What will the CISA survey reveal on how Black elementary male students perceive their acceptance at school after their teachers complete professional development in cultural responsiveness? This study reveals that punishment set upon Black elementary school male students is disproportionately unfair in comparison to other student ethnic groups. The findings from this study suggest that implementing culturally responsive professional learning and restorative practices in students' formative school years may reduce racial disparity and prevent Black elementary male students from being suspended or expelled from school, while ultimately being an unnecessary statistic of the school-to-prison pipeline.
Keywords
Color blind; Cultural Responsiveness; Disparity; Disproportionality; Elementary School; Professional development
Disciplines
Education | Educational Leadership
File Format
File Size
4200 KB
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Aimetti, Jaymes, "Combining Positive Behavioral Intervention and Supports with Cultural Responsiveness: A Framework to Reduce Teachers’ Cultural Bias and Decrease Discipline Disproportionality among Black Elementary Males" (2022). UNLV Theses, Dissertations, Professional Papers, and Capstones. 4494.
http://dx.doi.org/10.34917/33690264
Rights
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