Date of Award
2025
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
T. Lee Morgan, Ph.D.
2nd Reader
Deirdra Preis, Ed.D.
3rd Reader
Kristin Rainville, Ed.D
Abstract
This dissertation presents a mixed methods research study conducted within the framework of the Improvement Science Dissertation in Practice (ISDiP). The primary objective of this research is to investigate targeted interventions and resources designed to enhance educators' cultural awareness and social-emotional competence. These enhancements aimed to foster identity-affirming learning environments for students of color, serving as a mechanism to address and mitigate racial discipline disparities in educational contexts.
The validation of student identities, alongside the establishment of inclusive learning environments, is paramount for promoting academic success and addressing the distinct needs of students of color. Nonetheless, the enduring presence of racially detrimental educational contexts—especially in the absence of effective interventions—subjects these students to exclusionary practices that significantly impede their academic prospects. Such conditions not only diminish their potential for success but also perpetuate systemic inequities within the educational framework.
In the absence of proactive strategies aimed at mitigating these challenges, the academic and social development of the affected students faces considerable restrictions, resulting in long-lasting repercussions that extend well beyond the classroom setting.
Such contexts create barriers to learning and engagement, ultimately diminishing the overall effectiveness and ability of educational institutions to foster an inclusive and equitable atmosphere for all students.
To address these challenges, a structured eight-week asynchronous professional learning series was developed. This series aimed to deepen participants' understanding of the biases and discrimination faced by students of color in schools and society. The ultimate aim of the series was to enhance the educational experiences of students of color and reform the punitive disciplinary practices that disproportionately affect them.
Participants engaged in critical self-reflective activities designed to foster transformative growth in their teaching methodologies to better support students of color. This dissertation establishes a foundation for future research focused on designing professional learning experiences that challenge entrenched assumptions, promote critical self-reflection, cultivate intercultural sensitivity, and encourage transformational learning.
The findings of this study resonate with current literature on reflective practices in education, particularly emphasizing the significance of critical reflection in achieving transformative learning outcomes. This research emphasizes the necessity of addressing cultural competence and bias as fundamental components in fostering equitable educational environments for all students.
Recommended Citation
Rice, C.R. (2025). Exploring educator attitudes and their impact on racial inequities in school discipline [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/46/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Comments
A dissertation in the Isabelle Farrington College of Education and Human Development presented in partial fulfillment of the requirements for the degree of Doctor of Education.