Theses and Dissertations from UMD
Permanent URI for this communityhttp://hdl.handle.net/1903/2
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
Browse
2 results
Search Results
Item EXPLORING THE ROLE OF PRINCIPALS AND BIAS IN DISPROPORTIONATE SUSPENSIONS OF BLACK BOYS(2024) Scales, Tangela Contessa; Shetley, Pamela; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation examines the decision-making processes of principals regarding out-of-school suspension of Black boys. Employing a mixed-method approach integrating survey questions and interviews, it delves into the multifaceted layers influencing disciplinary decisions in educational settings. A primary objective is to investigate the potential impact of implicit biases, training, and lived experiences on principals' suspension decision-making. This research sheds light on the underlying factors shaping educational leaders' disciplinary actions through a nuanced exploration of their perspectives and practices. It aims to contribute to more equitable disciplinary policies and practices in schools. Following the COVID-19 pandemic, misbehavior, discipline issues, and suspensions have surged in schools, with 87% of public schools reporting negative impacts on students' socio-emotional development and 84% on behavioral development during the 2021–22 school year. These issues, highlighted by increased classroom disruptions and disrespect towards staff, underscore the need for comprehensive social, emotional, and behavioral support, as NCES Commissioner Peggy G. Carr emphasized. The mixed-methods study found a correlation between disproportionality in disciplinary actions to lower academic achievement and a negative impact on student attendance. Implementing restorative practices was positively associated with student well-being, while alternative discipline approaches showed promise in reducing suspension rates without compromising safety. These findings underscore the importance of holistic disciplinary approaches for fostering equitable, supportive school environments conducive to student success. The findings also underscore the prevalence of disproportionate suspensions of Black boys as a result of principal disciplinary decision-making for a select group of principals in an identified school district. The results from this study illustrate that principals' decision-making for the select sample group of principals in the study is influenced by a combination of implicit biases and professional experiences, emphasizing their pivotal role in disciplinary actions. The results of this study help provide insight into the significance of restorative practices and cultural competency training in mitigating disproportionate suspension. This study explores the interplay between lived experience, training, institutional policies, and sociocultural influences, illuminating the complexities of disciplinary practices in educational settings.Item "Natural Enemies" or Intentional Allies? Teachers' & Parents' Perspectives on Middle School Boys of Color(2016) Lowe, Shasha Yolande; MacDonald, Victoria-María; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined the perspectives and “shared knowledge” of parents and teachers of boys of color. The following overarching research question guided this study: “What do parents and teachers want each other to know about their middle school son or student of color regarding academics, engagement, and behavior?” Additionally, it explored the challenges and opportunities for shared knowledge and understanding of their (respective) son’s’ or students’ academics and engagement. The methodology was qualitative in nature and the intent in conducting this case study was to describe, interpret, and explain the “shared knowledge” between these stakeholders at a predominantly minority middle school. A sample of seven parents and seven teachers from one school in a mid-Atlantic state participated in interviews and focus groups. Results indicated that parents and teachers of boys of color viewed each other as “intentional allies.” Results further showed that parents and teachers were aware of the challenges faced by boys of color in and out of school. That awareness was reflected in strategies that both groups employed to support, prepare, and protect their son/students. Lastly, the study found that teachers received no formal training in building parent-teacher partnerships, but gathered experimental knowledge on how to build those relationships. These findings have implications for teacher education programs, schools, parents, and teachers.