Date of Award
8-16-2024
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Yasha Jones Becton
Abstract
This action research study sought to examine ways to narrow the racial discipline gap in South Carolina’s elementary schools. Employing both the Critical Race Theory and BlackCrit in schools as the theoretical frameworks, the research delved into the narratives of teachers in grades 3rd through 5th, exploring their encounters with school-based disciplinary practices. The study integrated Social-Emotional Learning and Culturally Responsive Teaching to ultimately uncover implicit biases held by teachers that positioned Black students as less innocent compared to their White counterparts. The primary focus was to investigate the relationship between teachers’ inequitable disciplinary practices and the frequency of office discipline referrals received by Black students. The study implemented an eight-week professional development for teachers focused on Culturally Responsive Teaching with a Social-Emotional Learning implementation. The study’s findings and implications for teachers are presented through professional development and implementation of strategies crafted to address unjust disciplinary practices.
Rights
© 2024, Zelexis Croffie
Recommended Citation
Croffie, Z.(2024). Unraveling the Impact of the School-to-Prison Pipeline: Investigating Racial Disparities in Disciplinary Practices. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/7754