Date of Award
Summer 8-1-2023
Degree Type
Restricted Access Capstone
Degree Name
Doctor of Education (EdD)
Department
School Psychology
First Advisor
Ashely Mayworm
Abstract
This paper attempts to examine current school-based practices regarding student discipline, and the impact of microaggression and implicit bias of staff on students to encourage alternative proactive discipline strategies. This project focuses on identifying and responding to microaggressions and implicit bias while offering preventative strategies and staff training/ coaching to decrease the overrepresentation of Black students in suspension and expulsion throughout the district. This project's demographic data focused on a local school district in central Florida. The implementation at the local level is driven by local data which reflects the distinctive characteristics and needs of the district.
Recommended Citation
Hudson, N.,
&
Hudson, N. Q.
(2023).
Recognizing And Responding To Implicit Bias And Microaggressions To Decrease District-Wide Discipline Rates of Black Students: A Coaching Model for BPS Educators.
Retrieved from: https://ecommons.luc.edu/luc_soecap/23
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
Copyright by Niekema Q. Hudson, 2023
All rights reserved.
