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Restorative practices and student well-being in urban schools
Descriptive
TitleInfo
Title
Restorative practices and student well-being in urban schools
Name
(type = personal)
NamePart
(type = family)
Gaines
NamePart
(type = given)
Easton Raye
NamePart
(type = date)
1993-
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Easton Gaines
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(authority = RULIB)
author
Name
(type = personal)
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(type = family)
Gregory
NamePart
(type = given)
Anne
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Anne Gregory
Affiliation
Advisory Committee
Role
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(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Elias
NamePart
(type = given)
Maurice
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Maurice Elias
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Advisory Committee
Role
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(authority = RULIB)
co-chair
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
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school
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Text
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theses
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2019
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(type = degree)
2019-05
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2018
Language
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(authority = ISO 639-3:2007);
(type = text)
English
Abstract
Racial disproportionality in school discipline and achievement has prompted researchers to investigate solutions that may narrow these gaps. Consequently, schoolwide programming, such as restorative practices (RP) and social-emotional learning (SEL), has been used as an alternative to exclusionary discipline practices and to build stronger relationships within classrooms and school buildings. Initiatives are predicated on the assumption that RP provides students with opportunities to develop their social and emotional competencies (i.e., self-awareness, empathy, and emotional and behavioral regulation). However, more research is needed to understand the association between restorative practices and (1) social emotional competencies, (2) grades, (3) educational attainment expectancies, and (4) exclusionary discipline. This dissertation examined the association between RP and self-reported positive (i.e., social-emotional competencies, grades, and educational attainment expectancies) and negative (i.e., behavioral referrals) outcomes in schools. Additionally, it examined whether students’ perception of the exposure to and participation in RP was associated with greater equity in exclusionary discipline across racial groups. The current study drew on survey data from 964 students in 4 urban Northeastern U.S. schools from the Spring of 2017. Using multiple regression and logistic regression, the study found the following: As hypothesized, students reporting greater exposure to RP also reported higher grades, higher social emotional competencies, expected to go further in school and received fewer exclusionary discipline practices than their peers that reported less exposure to RP. Also noteworthy was that RP exposure, more than community building circle participation, was associated with these positive outcomes. Finally, the study showed that Black students were more likely to receive exclusionary discipline than their peers. Even when accounting for exposure to and participation in RP, the link between being Black and exclusionary discipline remained. In other words, RP exposure and participation was not associated with greater racial equity in discipline.
Subject
(authority = local)
Topic
restorative justice
Subject
(authority = RUETD)
Topic
School Psychology
Subject
(authority = ETD-LCSH)
Topic
Transformative learning
Subject
(authority = ETD-LCSH)
Topic
Education, Urban
Subject
(authority = ETD-LCSH)
Topic
Social learning
RelatedItem
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
Identifier
ETD_9936
PhysicalDescription
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 79 pages) : illustrations
Note
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Psy.D.
Note
(type = bibliography)
Includes bibliographical references
RelatedItem
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier
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rucore10001800001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/t3-j61q-mx45
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Gaines
GivenName
Easton
MiddleName
Raye
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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2019-04-29 20:52:54
AssociatedEntity
Name
Easton Raye Gaines
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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windows xp
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2018-10-29T21:17:06
DateCreated
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2018-10-29T21:17:06
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