This study explored the perspectives and lived experiences of urban youth in relation to Restorative Practices at a free public charter school in Los Angeles, California. This qualitative study used a series of semi-structured interviews with four high school students. This adaptable design allowed for the nature of questions to evolve and shift in accordance with emergent themes and patterns. After a detailed inductive analysis of the data, major themes emerged related to students’ aversion to punitive discipline, their preference for conversation-based Restorative Practices, and their desire to have more agency as school community members. Moreover, participants reported that they only felt trusting of a small handful of staff members, preventing consistent conflict-resolution practices and positive relationship building. This study’s findings indicate a need for changes to be made at the school, district, state, and federal level to halt the use of traditionally racist and punitive discipline practices and replace them with Restorative Practices and social-emotional education and support. Additionally, student voice needs to be included and acknowledged as an integral piece of meaningful decision-making in school settings.
| Identifer | oai:union.ndltd.org:lmu.edu/oai:digitalcommons.lmu.edu:etd-2308 |
| Date | 01 August 2024 |
| Creators | Reda, Nicole J. |
| Publisher | Digital Commons at Loyola Marymount University and Loyola Law School |
| Source Sets | Loyola Marymount University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | LMU/LLS Theses and Dissertations |
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