Zero-tolerance discipline policies have been in use in U.S. schools for almost 25 years. Since their enactment in the 1990s, researchers have found that zero tolerance disciplinary policies and practices can cause students to enter the school-to-prison pipeline. The purpose of this qualitative case study was to understand the perceptions of middle-school male students of color regarding the discipline process on a campus that supplemented zero-tolerance discipline with restorative practices (RPs). Additional intents of this study were to discover the challenges students encountered when they returned from a disciplinary alternative education program (DAEP) and determine whether RPs helped or hindered their transition to the home campus. Six middle-school male students of color who were placed at the district's DAEP and returned to their home campus participated in the study. The conceptual framework was based on Braithwaite's concept of stigmatized shame following an exclusion and Nathanson's human reactions to shame. The study yielded seven major themes: (a) student perceptions of exclusion, (b) behaviors related to exclusion from school, (c) human reactions to shame—attacking others, (d) human reactions to shame—avoidance, (e) the need for reintegration and acceptance, (f) traumatic events, and (g) dissonance in the discipline process.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1703366 |
| Date | 05 1900 |
| Creators | Millican, Deborah |
| Contributors | Pazey, Barbara, Ezzani, Miriam D, Hudson, Johnetta, Franklin, Patricia |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 168 pages, Text |
| Coverage | United States - Texas |
| Rights | Public, Millican, Deborah, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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