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Black student perceptions of restorative justice circles and associated social emotional learning gains
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Molyneaux, Crystal N.. Black student perceptions of restorative justice circles and associated social emotional learning gains. Retrieved from https://doi.org/doi:10.7282/t3-y1fn-c202

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TitleBlack student perceptions of restorative justice circles and associated social emotional learning gains
NameMolyneaux, Crystal N. (author); Gregory, Anne (chair); Elias, Maurice J (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2022
Other Date2021-08 (degree)
SubjectPsychology, Black, Justice, Perception, Restorative, SEL, Students
Extent99 pages
DescriptionDespite the aspirations of restorative justice (RJ), there has been little empirical research that has systematically examined student experience of RJ and student-perceived social and emotional benefits of RJ circles. The current study addresses gaps in knowledge about RJ circles using a mixed methods study. The author used student voice to better understand student-reported circle benefits. The sample was comprised of approximately 445 students from three predominately Black middle and high schools located in a Northeastern U.S. city during 2018. Analysis of student-reported circle benefits found that a majority of student responses could be grouped into the Social Awareness, Self-Awareness, Relationship Skills and Responsible Decision-Making social-emotional learning (SEL) competencies. These student perceptions were referred to as social and emotional circle benefits (SECB). To better understand the experience of Black students, in an effort to identify how this population can be better supported in school systems, SECB was examined further by race (Black compared to students from other race/ethnic groups) and gender (male compared to non-male). Results indicated no gender differences in student discussions of SECB. In contrast, Black students, relative to students from other racial/ethnic groups, slightly reported fewer SEL-oriented circle benefits. Using multiple regression, the study also found that SECB was significantly associated with three indicators of positive school climate, as measured by adult support, sense of safety, and sense of community. In other words, when students perceived greater SEL-oriented benefits through their circle participation, they also tended to report greater support, safety, and community in their school, relative to their peers who saw fewer circle benefits. This implies that there should be more consideration given to the explicit inclusion of SEL curricula. Also, given the fewer reported SECBs by Black students, cultural relevance during community-building circles should be targeted with the consideration of cultural synchrony between community-building circles, Black students, and protective parenting.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-y1fn-c202
LanguageEnglish
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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