TEACHERS' PERCEPTIONS OF THE INFLUENCE OF RESTORATIVE PRACTICES ON AFRICAN AMERICAN STUDENTS IN MIDDLE SCHOOL: A PHENOMENOLOGICAL STUDY

Abstract

The purpose of this phenomenological qualitative study was to examine middle school teachers’ perceptions of the influence that restorative practices have on African American students’ behavioral decisions in Grades 6 through 8. The campuses selected in this study have been implementing restorative practices for a minimum of one to three years. This phenomenological qualitative study will examine teachers’ perceptions of the effectiveness of restorative approaches on three different Title I campuses in a large suburban school district in Southeast Texas. This study included three different focus groups of five teachers. The guided protocol questions in this study explored the influences of restorative practices from the lenses of teachers who have been implementing such practices for one to three years. For the purpose of the study, archival discipline and demographic data were utilized from each of the three Title I campuses identified for this study from the last three years. Findings indicated that consistency, relationship building, accountability, and willingness to participate were linked to the influence of student behavioral performance. Findings also emphasized the importance of implementation, ownership, and campus environment within a school culture. This study provides insight on the importance of restorative approaches and how they are utilized in recapturing African American students.