Educator Perceptions of Restorative Justice Implementation

• In Event: Problems of Practice in Research on Educational Inequalities: Lessons From the Los Angeles Region

Abstract

Purpose
Public scrutiny of racially disproportional suspension rates has prompted states and districts to take action in reducing suspensions. California has chosen to address school suspension rates directly in its Every Child Succeeds Act (ESSA) plan. Many of the state’s school districts have reacted to increased accountability by adopting restorative justice (RJ) practices as an alternative to suspensions (Banks, 2015; Jain, Bassey, Brown, & Karla, 2014). While several studies quantify the impact of adopting RJ practices (i.e., Augustine, et al. 2018; Gregory, Huang, Anyon, Greer, & Downing, 2018; Hashim, Strunk, and Dhaliwal, 2018), there is a paucity of research that captures educators' attitudes/beliefs and RJ implementation experiences.

We extend previous research on RJ by partnering with a California county office of education (COE) that provides RJ training. We investigate implementers’ views of discipline and restorative practices by asking the following research questions: (1) What attitudes and beliefs about discipline and racial discipline gaps do educators hold? (2) What are the most frequently reported hinderances to implementing restorative practices? (3) What are the perceived effects of implementing restorative practices? (4) What is the relationship between attitudes and beliefs, hindrances to implementing restorative practices, and the perceived effects of restorative practices?

Perspectives
Researchers know little about educators’ views of RJ policy in their schools. However, we do know that implementers' beliefs and mindsets influence policy implementation (Honig, 2006; Spillane, Reiser, & Reimer, 2002). The mindsets of implementers may be especially influential for RJ, as the policy calls for educators to move from punitive to relational discipline practices (Braithwaite, 1999). Further, because the rhetoric surrounding RJ is racialized (Carter, Skiba, Arredondo, & Pollack, 2017; Gregory, Skiba, & Noguera, 2010), it may be particularly important for researchers to understand how educators--who are predominantly White women (Boser, 2014) --view discipline and RJ policies.

Methodology & Findings
To analyze our research questions, we draw on survey data collected in partnership with a California COE. Educators who attended the COE training on restorative practices were surveyed in spring 2019 (n=371). We use descriptive statistical techniques to analyze survey questions regarding attitudes and beliefs, perceived hindrances and effects, including using OLS regression to uncover the relationship between attitudes/beliefs and hindrances and, our outcome, the perceived effects of restorative practices. According to preliminary analysis, 40% of survey respondents reported that closing racial gaps in suspensions was a high or essential priority in their district and causes of racial discipline gaps were most likely to be attributed to neighborhood environments and least likely to be attributed to implicit bias. The most frequently cited hindrance was insufficient time to prepare to implement restorative practices and to collaborate with other teachers. Notably, the most frequently cited perceived effects aligned with the intent of the training—including decreasing exclusionary discipline and improving relations between students and teachers.

Significance
Our findings suggest important policy implications for education leaders who are implementing RJ, including supports for successful implementation and the role of attitudes and beliefs.

Authors

• Eupha Jeanne Daramola, University of Southern California

• Tasminda Dhaliwal, Michigan State University

• Julie A. Marsh, University of Southern California

• David Quinn, University of Southern California