Developing a Framework for Curtailing Exclusionary Discipline for African-American Students with Disruptive Behavior Pro
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ORIGINAL PAPER
Developing a Framework for Curtailing Exclusionary Discipline for African‑American Students with Disruptive Behavior Problems: A Mixed‑Methods Approach Zewelanji N. Serpell1 · Trakita Wilkerson2 · Steven W. Evans3 · Melissa Nortey‑Washington4 · Rhonda Johnson‑White5 · Carl E. Paternite6
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Using a mixed-methods approach in a predominantly African-American school district, a set of qualitative studies were conducted to establish priority areas for school-based interventions to curtail the use of exclusionary practices with AfricanAmerican students exhibiting disruptive behavior. Study 1 employed concept-mapping methodology with a focus group of 11 key stakeholders—teachers, school counselors and administrators—and generated five potential target areas, as well as ratings of their perceived importance and feasibility. These target areas included: social-emotional supports, parental involvement, academic support/pedagogy, policies and staff, and community linkages. Study 2 involved phone interviews with 10 parents of students placed in an alternative school setting in the same school district, and a retrospective review of their children’s school records. Triangulated data were used to develop a conceptual framework to understand the use of exclusionary discipline with troubled students and to guide intervention development in this community. Keywords African-American students · Community-based participatory research · Concept mapping · Discipline practices · Disruptive behavior problems · Exclusion · School-based interventions
Introduction African-American students who exhibit disruptive behavior in school are overrepresented in the receipt of exclusionary discipline—actions that remove students from their typical * Zewelanji N. Serpell [email protected] 1
Department of Psychology, Virginia Commonwealth University, 806 West Franklin Street, PO Box 842018, Richmond, VA 23284‑2018, USA
2
Department of Psychology, Virginia State University, Petersburg, VA, USA
3
Department of Psychology, Ohio University, Athens, OH, USA
4
Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
5
Department of Psychology, University of South Carolina, Columbia, SC, USA
6
Department of Psychology, Miami University, Oxford, OH, USA
education setting—including suspension, expulsion, and alternative placement (DeMatthews, Carey, Olivarez, & Moussavi Saeedi, 2017; Fierros & Conroy, 2002; Khan & Slate, 2016; Noltemeyer & McLoughlin, 2010; Okonofua & Eberhardt, 2015; Skiba et al., 2011; Townsend, 2000). In addition, for African-American students whose disruptive behavior may indicate a need for mental health and/or special education services, there are documented disparities in their receipt of such services (Landrum, Katsiyannis, & Archwamety, 2004; Morgan & Farkas, 2016). There is little debate among researchers about the ineffectiveness of exclusion; it typically does not encompass interventions that det
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