Open AccessHidden in Plain Sight: The Silent Voices of America’s Third-Class Citizens
Author(s) -
AUTHOR_ID,
Oron Jackson
Publication year - 2021
Language(s) - English
Resource type - Dissertations/theses
DOI - 10.26716/redlands/doctor/2021.4
Subject(s) - psychological intervention , attendance , sanctions , african american , psychology , academic achievement , sight , political science , social psychology , pedagogy , sociology , law , ethnology , physics , astronomy , psychiatry
When compared to their peers, African American students fare poorly in the following three areas: attendance, student achievement, and disciplinary sanctions (Davis & Jordan, 1994; Fenning & Rose, 2007; Ford & Moore, 2013). California schools have committed to closing the achievement gap by making efforts to eliminate exclusionary practices hindering student access to socially relevant pedagogy; however, an examination of indicators of student success for young Black girls is needed to ascertain the effectiveness of PBIS (Positive Behavior Interventions and Supports) policies and practices (Robinett, 2012). Black girls are impacted socially and academically by the absence of disciplinary practices designed to bridge the achievement gap for all students, the failure of teachers to pedagogically connect with struggling populations, and the existing educator biases indicating a failure to socially connect with disenfranchised populations (Bradshaw et al., 2009). The deficiencies amongst educators have left young Black girls hidden in plain sight. This study seeks to determine if and how Positive Behavioral Interventions and Supports (PBIS) affects Black girls.