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Friday, November 18 • 12:20pm - 1:30pm
Culturally Relevant Leadership and Discipline Practices

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Culturally Relevant Leadership and Deaf Students of Color: Socially Just Lessons for School Leaders. Catherine A. O’Brien, Gallaudet University; Judy Alston, Ashland University; Andrea Sonnier, Gallaudet University

The purpose of the study was to document the relationship between students of color, Deaf culture, culturally relevant pedagogy, identity development, and leadership practices in schools for the Deaf. The research questions focused on how culturally relevant pedagogy and leadership emerged in schools for the Deaf, how students of color identi ed with both their birth culture and Deaf culture, and how students of color navigated schooling and multiple identities.

Culturally Responsive School Discipline: Lessons From the Field. Hilary Lustick, Texas State University

Scholars of school climate generally concur that school discipline practices can negatively or positively impact the climate of the school. However, school discipline reformers at
the federal and district levels are currently preoccupied with reducing suspension rates in schools. Drawing on ethnographic data from three different public schools in New York, this paper evidences that successful restorative practice implementation requires heavy work on relationship and community building. The paper concludes with school and district level recommendations.

Making Sense of Racial Discipline Disparities in a Diversifying Suburban High School. Decoteau J. Irby, University of Illinois at Chicago

This qualitative study of a school discipline improvement effort in a large diversifying suburban high school used sense-making theory to examine how teachers’ repeated exposure and engagement with new types of discipline and climate data shaped their collective ways of understanding root causes of racial disparities in discipline.

Daughters of Discipline: Girls’ and Their Mothers’ Views on the School Climate. Zorka Karanxha, Vonzell Agosto, Heather McConnell, LaTeesa Allen (University of South Florida)

This article reports on a qualitative study of girls of color and their mothers’ perceptions of discipline in the climate of secondary schools. The students’ differential experiences across micro-climates (in classrooms with teachers, on buses, and in school clubs) illuminate the discontinuity of their discipline experience as they move from class to class. This study adds to the literature on race, gender, and school discipline and climate.

Friday November 18, 2016 12:20pm - 1:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Joliet B

Attendees (23)