Examining Disproportionality in School Discipline for Aboriginal Students in Schools Implementing PBIS

Autor:	Seth L. May, Sterett H. Mercer, Kent McIntosh, Sara Greflund
Rok vydání:	2014
Předmět:	Gerontology Positive behavior support Medical education Poverty Referral education Developmental and Educational Psychology Exploratory research Context (language use) Small sample School discipline Psychology Indigenous
Zdroj:	Canadian Journal of School Psychology. 29:213-235
ISSN:	2154-3984 0829-5735
DOI:	10.1177/0829573514542214
Popis:	The purpose of this exploratory study was to investigate the extent to which students with Aboriginal status receive disproportionate rates of office discipline referrals (ODRs) and more severe administrative consequences relative to students without Aboriginal status. The participants were 1,750 students in five rural British Columbia and Alberta elementary and middle schools implementing Positive Behavioral Interventions and Supports (PBIS). Binary multilevel logistic regression was used to determine to what extent disproportionality was present. Contrary to hypotheses, students with Aboriginal status were no more likely to receive ODRs than students without Aboriginal status. Students with Aboriginal status were not statistically significantly more likely to receive suspensions and harsh administrative consequences from ODRs. Potential factors for these encouraging findings include the small sample, the Canadian context, and implementation of PBIS with culturally responsive adaptations for students from Aboriginal cultures. Results are discussed with respect to reducing disproportionate outcomes for Aboriginal students in schools.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::54ca5b0ca68ab6023b1b0484005079f6 https://doi.org/10.1177/0829573514542214 Zobrazit plný text záznamu