Abstract

The prevalence of racial disparities in discipline outcomes continues despite a prominence of new strategies and research. When implemented with fidelity, PBIS (Positive Behavior Interventions and Supports) is shown to contribute to reductions in school suspension, expulsion, and other positive educational outcomes. Despite its promise for making school discipline more efficient and less exclusionary, PBIS in some schools struggles to address disproportionate patterns of exclusion and office referrals. This commentary offers the use of critical race theory framing as a way to understand how teachers’ beliefs about race and culture operate within their personalized lives and transfer themselves within the schooling environment.

摘要

尽管新策略和研究的兴起，种族差异在学科成果中的流行仍在继续。忠实执行PBIS（积极行为干预和支持）有助于减少学校停学，开除和其他积极的教育成果。尽管PBIS有望提高学校纪律的效率和减少排他性，但在某些学校中，PBIS仍在努力解决不成比例的排他性模式和办公室推荐。这篇评论提供了批判性种族理论框架的使用，以了解教师关于种族和文化的信念如何在他们的个性化生活中发挥作用，以及如何在学校环境中进行自我转移。