Student Perceptions of Culture and Discipline

• In Event: Roundtable Session 79
  In Roundtable Session: Culturally Responsive Schooling

Abstract

The disproportionate representation of minority students in discipline has been well documented. While popular discipline reforms such as Positive Behavioral Supports and Interventions (PBIS ) have been shown to decrease overall suspensions and expulsions (Horner, Sugai, Smolkowski, Eber, Nakasato, Todd, & Esperanza, 2009) not all groups of students are benefitting equally from these efforts. African American and Latino/a students continue to be significantly overrepresented. This presentation will describe focus group results from elementary, middle, and high school student s involved in a culturally responsive model of positive behavioral supports and interventions. The complex interactions between culture, behavior, and teacher practice will be examined. Students’ expertise will be positioned to directly impact practice and inform the discourse on disproportionality.

Authors

• Laura Vandergrift Middelberg, Indiana University

• Lauren Ann Shure, Indiana University

• Russell J. Skiba, Indiana University

• Shana Ritter, Indiana University