Developing a Framework for Curtailing Exclusionary Discipline for African-American Students with Disruptive Behavior Problems: A Mixed-Methods Approach

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 African-American 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.