Date of Award
Spring 4-3-2024
Degree Type
Restricted Access Capstone
Degree Name
Doctor of Education (EdD)
Department
School Psychology
First Advisor
Dr. Amy Nelson Christensen
Second Advisor
Dr. Leah Marks
Third Advisor
Dr. Don Sibley
Abstract
Research has investigated the effectiveness of utilizing School-Wide Positive Behavior Intervention and Supports (SWPBIS) to address exclusionary discipline practices. However, research has also indicated that the reductions in suspensions and other exclusionary discipline have not addressed the racial disparities between White students and students of color, particularly African American students. This research project addresses reconstructing current SWPBIS frameworks to include culturally responsive practices. This project proposes utilizing Bal’s (2017) Culturally Responsive PBIS framework and the Learning Lab methodology, along with Gregory’s (2017) Framework for Increasing Equity in School Discipline (10 Prevention and Intervention Measures) to dismantle and revamp the current PBIS structure of a large urban school district in central Georgia.
Recommended Citation
Cross, M.
(2024).
VIEWING SWPBIS FROM A CULTURALLY RESPONSIVE LENS: ADDRESSING RACIAL DISPROPORTIONALITY IN EXCLUSIONARY DISCIPLINE.
Retrieved from: https://ecommons.luc.edu/luc_soecap/11
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
© 2024 by Monica Raby Cross. All rights reserved.
