The negative effects of retributive disciplinary measures in school settings are well documented. Exclusionary practices, such as suspensions, position students on the school-to-prison pipeline, perpetuating a cycle of failure. Restorative justice practices in educational settings provide an alternative to the retributive approach to student discipline. In this research study, a middle school in California was examined for its implementation of restorative justice practices. Numerical data pertaining to a five-year suspension history report for the school were utilized for the quantitative analyses, and four individual chi-square goodness of fit tests were conducted. The results demonstrated that the implementation of restorative justice played a significant role in the declining student suspensions across school years. It was found that the introduction of restorative practices to the middle school played a role in creating an inclusive school environment, with student suspensions having been applied to a lower proportion of African American and Hispanic students from pre-implementation of restorative justice to post-implementation. Through the use of a restorative framework, students may learn how to solve problems and repair relationships in school and life events, rather than being placed on the school-to-prison pipeline.
| Identifer | oai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-1567 |
| Date | 01 June 2017 |
| Creators | Katic, Barbara |
| Publisher | CSUSB ScholarWorks |
| Source Sets | California State University San Bernardino |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses, Projects, and Dissertations |
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