Program
Education Doctorate
Number of Pages
111
Year Approved
2022
First Advisor
Stacie Stanley
Second Reader
Joe Gothard
Third Reader
Barry Sullivan
Abstract
Beginning in the fall of 2017, forty-one districts and charter schools entered into three-year legal agreements with the Minnesota Department of Human Rights to reduce the racial disproportionality in their district or school’s exclusionary discipline practices, specifically the overrepresentation of students of color in suspensions and expulsions. This case study examines the experience of one district over the three years of the agreement. Interviews and document analysis from the planning committee reveal a focus on data analysis, Restorative Practices, teacher mindset and practices, and systemic changes. Interviews and focus groups with students and staff who were not on the planning committee showed similar themes, but students in general were not aware of the implementation of Restorative Practices. As the COVID-19 pandemic and disruption of in-person learning impacted data on the racial disproportionality in student discipline, future research is needed to determine the impact of the district’s efforts to close the discipline gap.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Stennes, K. (2022). A Study of the Implementation Process of Interventions to Address Racial Disproportionalities in Student Discipline [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/912