자료유형  

 학위논문

Control Number  

0017163906

International Standard Book Number  

9798383692547

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Collins, Bri'Anna M.

Publication, Distribution, etc. (Imprint  

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

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

195 p.

General Note  

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

General Note  

Advisor: Garbacz, Andy;Eklund, Katie.

Dissertation Note  

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

Summary, 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