Disrupting the Racialization of Discipline: Culturally Responsive Behavioral Support at an Urban Middle School

• In Event: 30.037 - Formative Interventions for Expansive Learning and Transformative Agency in the Service of Equity and Sustainability

Abstract

Objectives
This paper draws from a statewide formative intervention study, Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS). CRPBIS aims to address disproportionate representation of African American, Latino/a, and Native American students in exclusionary discipline in Wisconsin. CRPBIS built a justice-oriented local coalition among the Wisconsin Department of Public Instruction, two school districts, civic organizations (e.g., Urban League), and a university to establish Learning Lab, an inclusive problem-solving process (Bal, et al., 2014). Learning Lab has been implemented at three preK-12 schools where local stakeholders designed culturally responsive behavioral support systems. We will report on a Learning Lab at Alder Middle School to answer (1) how did Learning Lab facilitate organizational renovation through expansive learning actions? (2) what challenges and opportunities emerged?

Framework
Racial disproportionality is a multifaceted systemic crisis that requires collective analysis and transformation led and owned by local stakeholders (Artiles, 2015; Soja, 2010). Learning Lab was informed by Engeström’s (2008) expansive learning theory, which offers formative intervention to facilitate transformative agency in activity systems facing crises (Engeström & Sannino, 2010).

Methods
Alder was located in a blue-collar neighborhood. In 2012, new principal and dean of students arrived at the school with a goal to address disproportionality. Alder Learning Lab was comprised of 15 participants: African American principal, African American assistant principal, African American dean of students, white social worker, African American special education assistant, Latina parent, African American parent, white parent of an African American student, white behavioral support coordinator, four white classroom teachers, and two researchers of color. Members met for 14 sessions between 2012 and 2014.
A collaborative mixed-methods design was used (Mertens, 2010). The principal and the dean of the students participated in all phases from inception to analysis, and to dissemination. The principal is a co-author in this paper.

Analysis
We employed qualitative-dominant monotype mixed analysis: Qualitative and quantitative data were concurrently analyzed to understand organizational renovation through expansive learning actions (QUAL + [Quan → QUAL]; Onwuegbuzie et al., 2007). Data sources included 29 hours of Learning Lab sessions, 10 hours of agenda meetings, 7 hours of interviews, 3 hours of observations, and document analysis.

Results
We will discuss how members engaged in a root-cause analysis and re-designed a new system that is culturally responsive to diverse experiences and goals of their school community. Seven expansive learning actions emerged: Forming Learning Lab, questioning, analyzing, modeling new system, examining, implementing, and reflecting. Alder is currently implementing new system, in which Learning Lab members take active roles. The school has kept race and equity at the forefront of family-school collaboration, the professional learning, and data discussions.

Significance
Two major limitations of education research are understanding the contradictions and innovations within local school communities and disrupting racial disparities via ecologically valid interventions (Ladson-Billings & Tate, 2006). The Alder Learning Lab demonstrated promise as a means toward democratization of schools’ decision-making processes and educational interventions. In line with this year’s theme, this study will provide actionable knowledge for re-imagining schools as spaces for solidarity, emancipation, and innovation.

Authors

• Aydin Bal, University of Wisconsin - Madison

• Kemal Afacan, Artvin Coruh University

• Halil Ibrahim Cakir, Giresun University

• Tremayne L. Clardy, Madison Metropolitan School District