Teachers' perceptions of the influence of race on middle school disciplinary practices.
Click the Poster to View Full Screen, Right click to save image
Alyssa Ortiz
College:
College of Education
Major:
Special Education Learning and Behavioral Disabilites
Faculty Research Advisor(s):
Janet Fike
Abstract:
This study aimed to investigate middle school teachers' perceptions of how race influences disciplinary practices, with a focus on understanding if and how these perceptions inform classroom practices. Rooted in the broader themes of education equity and social justice, the research addresses documented racial disparities in educational settings (Pugach, Gomez-Najarro, Matewos, 2019). The study seeks to enhance understanding of racial biases in classrooms by exploring teachers' perspectives on racism and their actions to address it. While acknowledging the limitations of generalizability to schools with similar demographics, the study involved a survey administered to 50 middle school teachers. Data analysis was conducted using Google Forms, with the study's results applicable primarily to the inner-city school district in focus. Implicit bias is crucial to acknowledge, providing insights into the potential influence of unconscious attitudes and stereotypes on disciplinary decisions. The ultimate goal was to contribute to equitable classrooms, both at the individual and district levels.