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Restorative practices as a preventive intervention to reduce the gender discipline gap in schools
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Clawson, Kathleen Jennifer. Restorative practices as a preventive intervention to reduce the gender discipline gap in schools. Retrieved from https://doi.org/doi:10.7282/T34J0H2Z

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TitleRestorative practices as a preventive intervention to reduce the gender discipline gap in schools
NameClawson, Kathleen Jennifer (author); Gregory, Anne (chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2015
Other Date2015-10 (degree)
SubjectSchool Psychology, Restorative justice, Classroom management
Extent1 online resource (viii, 100 p. : ill.)
DescriptionThe overuse of punitive discipline practices in schools for male students, particularly African American and Latino males, has likely contributed to the current gender and racial gaps in achievement. As the negative impact of exclusionary discipline policies in schools becomes increasingly acknowledged, schools are seeking viable alternative interventions. Restorative Practices (RP) is one such alternative intervention that is being considered. RP is comprised of a continuum of practices that range from intervention (after an infraction) to prevention (before an infraction). RP focuses on building community, improving relationships, and problem-solving to resolve conflict, while also holding students accountable for their behavior. However, little is known about the relationship between student gender and RP, specifically how male students relative to female students experience the RP intervention. This dissertation is comprised of two studies to address this knowledge gap. Study 1 assessed the relationship between teachers implementing RP and their use of office discipline referrals (ODRs) for misconduct/defiance behaviors with both males and females in the classroom. For study 1, students and teachers reported on the use of RP in the classroom. Study 2 assessed the perceived acceptability and benefits of participation in the RP intervention, known as informal conferences, for both male and female students with histories of repeated discipline referral and suspension. For study 2, students participated in interviews and completed a short survey. Findings from study 1 indicated that high fidelity of RP implementation was associated with a decrease in the gender discipline gap, as shown in school discipline records. Study 2 also underscored the need for high fidelity of RP implementation. When RP was implemented well, both male and female students tended to report strengthened relationships, increased perspective taking/empathy, and improved problem solving skills. Implications are that well-implemented RP has promise for reducing gender disparities in school discipline.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Kathleen Jennifer Clawson
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T34J0H2Z
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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