ABSTRACT

As interventions show promise for reducing school discipline disparities, it is important to understand what variables increase educators’ commitment toward addressing racial equity in schools. In-depth interviews were conducted with a purposeful sample of 15 educators asked to describe pivotal events that shifted their own or others’ active commitment to racial equity in school discipline practice. Analysis of interviews, using an established qualitative methodology, produced 210 observable incidents that were grouped into 22 representative categories. Findings included 14 helping categories, 4 hindering categories, as well as 4 categories describing what could have increased educators’ commitment sooner. Implications for practice are discussed in relation to current research, theory, and school consultation models.

摘要

由于干预措施显示出减少学校纪律差异的希望，因此了解哪些变量会增加教育工作者对解决学校种族平等问题的承诺非常重要。对 15 名教育工作者进行了深入访谈，他们被要求描述改变他们自己或他人对学校纪律实践中种族平等的积极承诺的关键事件。使用既定的定性方法对访谈进行分析，产生了 210 个可观察到的事件，这些事件被分为 22 个代表性类别。调查结果包括 14 个帮助类别、4 个阻碍类别以及 4 个类别，这些类别描述了哪些可以更快地增加教育工作者的承诺。讨论了与当前研究、理论和学校咨询模式相关的实践意义。