Material Type  

 학위논문

 

0017163906

Date and Time of Latest Transaction  

20250211152808

ISBN  

9798383692547

DDC  

370

Author  

Collins, Bri'Anna M.

Title/Author  

Good Girls, Bad Discipline: Exploring the Disciplinary Experiences of Adolescent Black Girls in Equity-Focused Schools.

Publish Info  

[S.l.] : The University of Wisconsin - Madison., 2024

Publish Info  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Material Info  

195 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-02, Section: B.

General Note  

Advisor: Garbacz, Andy;Eklund, Katie.

학위논문주기  

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.

Abstracts/Etc  

요약A growing body of literature indicates Black girls are disproportionately and increasingly targeted by exclusionary discipline. A combination of several pressures including adultification, stereotypes, and White femininity complicate school discipline for Black girls. In response to this issue, many schools have adopted alternative disciplinary programming (e.g., restorative justice) to decrease discipline disproportionality and improve student disciplinary outcomes. However, research suggests most alternative disciplinary programming yields uneven benefits for students and rarely reduces racial discipline disparities. Fortunately, equity-focused disciplinary programming holds promise and has been shown to reduce racial discipline disproportionality. Unfortunately, there is little research on how such programming impacts racial and gender discipline disparities. To address this gap, the current study examined the intersection of race and gender in the disciplinary experiences of adolescent Black girls in a midwestern school district implementing equity-focused disciplinary programming. The study employed applied thematic analysis (ATA) utilizing virtual focus groups with 11 adolescent Black girls. Focus group questions examined adolescent Black girls' perceptions and experiences with exclusionary discipline, their schools' disciplinary programming, and school discipline reform. The themes and codes generated from the focus groups were utilized to generate both research and practical recommendations.

Subject Added Entry-Topical Term  

Educational psychology.

Subject Added Entry-Topical Term  

Womens studies.

Subject Added Entry-Topical Term  

Developmental psychology.

Subject Added Entry-Topical Term  

Black studies.

Index Term-Uncontrolled  

Black girls

Index Term-Uncontrolled  

Discipline reform

Index Term-Uncontrolled  

Equity

Index Term-Uncontrolled  

School discipline

Index Term-Uncontrolled  

Stereotyping

Index Term-Uncontrolled  

Suspension

Added Entry-Corporate Name  

The University of Wisconsin - Madison School Psychology

Host Item Entry  

Dissertations Abstracts International. 86-02B.

Electronic Location and Access  

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Control Number  

joongbu:656866