Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices

Longstanding discipline disparities for Black male students are associated with untoward outcomes and necessitate feasible and effective school-based solutions. This study examined the efficacy of GREET-STOP-PROMPT (GSP) as a low-cost, potentially high-yield strategy designed to intervene on putativ...

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Veröffentlicht in:School psychology review Jg. 47; H. 2; S. 135 - 152
Hauptverfasser: Cook, Clayton R., Duong, Mylien T., McIntosh, Kent, Fiat, Aria E., Larson, Madeline, Pullmann, Michael D., McGinnis, Jenna
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Bethesda Taylor & Francis 01.06.2018
National Association of School Psychologists
Taylor & Francis Ltd
Schlagworte:
Action Research
African American Students
Behavior Problems
Bias
Black students
Case Studies
Classroom management
Classroom Techniques
Discipline disparities
Discipline Problems
disproportionality
Disproportionate Representation
Educational Environment
Educational psychology
Elementary Schools
Empathy
exclusionary discipline
Faculty Development
Fidelity
Inservice training
Intervention
Learner Engagement
Males
malleable root cause factors
Positive Behavior Supports
Program Effectiveness
Program Implementation
Punishment
Questionnaires
Rating Scales
Referral
Responses
School discipline
School environment
Self Control
Statistical Analysis
Student Behavior
Teacher Attitudes
Teacher Student Relationship
Teachers
United States > US
ISSN:2372-966X, 0279-6015, 2372-966X
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Zusammenfassung:Longstanding discipline disparities for Black male students are associated with untoward outcomes and necessitate feasible and effective school-based solutions. This study examined the efficacy of GREET-STOP-PROMPT (GSP) as a low-cost, potentially high-yield strategy designed to intervene on putative malleable root causes proximal to teacher-student interactions. GSP relies on three core components to mitigate proximal causes of exclusionary discipline decisions, including: (a) proactive classroom management strategies; (b) a self-regulation technique to mitigate the impact of teacher biases on the response to problem behavior; and (c) reactive strategies to increase empathic, consistent, and appropriate responses to problem behavior. Overall, results from a single case experimental concurrent multiple baseline design across schools indicated that the GSP strategy yielded systematic reductions in risk ratios. More specifically, these results showed that the likelihood of Black male students receiving an office referral was cut by two thirds following implementation of the GSP strategy. In addition, findings from this study indicated that Black male students' self-reported school connections significantly improved from pre- to postintervention. Implications, limitations, and future directions of the results are discussed.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2372-966X
0279-6015
2372-966X
DOI:10.17105/SPR-2017-0026.V47-2