서브메뉴
검색
Good Girls, Bad Discipline: Exploring the Disciplinary Experiences of Adolescent Black Girls in Equity-Focused Schools
Good Girls, Bad Discipline: Exploring the Disciplinary Experiences of Adolescent Black Girls in Equity-Focused Schools
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152808
- ISBN
- 9798383692547
- DDC
- 370
- 서명/저자
- Good Girls, Bad Discipline: Exploring the Disciplinary Experiences of Adolescent Black Girls in Equity-Focused Schools
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 195 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: B.
- 주기사항
- Advisor: Garbacz, Andy;Eklund, Katie.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 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.
- 일반주제명
- Educational psychology
- 일반주제명
- Womens studies
- 일반주제명
- Developmental psychology
- 일반주제명
- Black studies
- 키워드
- Black girls
- 키워드
- Equity
- 키워드
- Stereotyping
- 키워드
- Suspension
- 기타저자
- The University of Wisconsin - Madison School Psychology
- 기본자료저록
- Dissertations Abstracts International. 86-02B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017163906
■00520250211152808
■006m o d
■007cr#unu||||||||
■020 ▼a9798383692547
■035 ▼a(MiAaPQ)AAI31557366
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aCollins, Bri'Anna M.
■24510▼aGood Girls, Bad Discipline: Exploring the Disciplinary Experiences of Adolescent Black Girls in Equity-Focused Schools
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a195 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: B.
■500 ▼aAdvisor: Garbacz, Andy;Eklund, Katie.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aA 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.
■590 ▼aSchool code: 0262.
■650 4▼aEducational psychology
■650 4▼aWomens studies
■650 4▼aDevelopmental psychology
■650 4▼aBlack studies
■653 ▼aBlack girls
■653 ▼aDiscipline reform
■653 ▼aEquity
■653 ▼aSchool discipline
■653 ▼aStereotyping
■653 ▼aSuspension
■690 ▼a0525
■690 ▼a0620
■690 ▼a0453
■690 ▼a0325
■71020▼aThe University of Wisconsin - Madison▼bSchool Psychology.
■7730 ▼tDissertations Abstracts International▼g86-02B.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163906▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
