MA, Kent State University, 2024, College of Arts and Sciences / Department of Sociology and Criminology

Restorative justice has emerged in the past 30 years as a promising alternative to traditional court sentencing. Prior research indicates its potential efficacy in resolving even violent offenses, as well as interest from some in pursuing such alternatives for their own cases. However, less attention has been given to the practicalities of their application. Namely, how favorably do Americans perceive restorative justice conferences, which rely on community participation, and what demographic factors predict their views? Additionally, how do offender race and violence severity impact willingness to participate as community members in a restorative justice conference? This study addresses these questions through a survey experiment of a representative convenience sample (n=425), using vignettes to test differences in race and severity. The manipulation for severity was unsuccessful, while no differences were found based on offender race. However, more conservative political affiliation, working for an income, and higher fear of crime were all significantly correlated with poorer views toward the use of restorative justice conferences over traditional court sentencing. These results indicate that offender race is unlikely to have a significant effect in recruiting community representatives. However, individuals with more conservative beliefs or higher fear of crime may be less likely to support the use of restorative justice conferences in their communities.

Committee: Starr Solomon (Advisor); Rebecca Catto (Committee Member); Elias Nader (Committee Member) Subjects: Criminology; Sociology

PHD, Kent State University, 2018, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to understand how school community members of an alternative, restorative school experienced and practiced the use of restorative justice within individual classrooms, and how restorative practices are used as a classroom management tool and a disciplinary method. The conceptual framework included restorative justice theory and principles, as well as critical pedagogy. Utilizing an ethnographic case study, data were collected from 31 research participants, observations, and the collection of school artifacts. The overarching finding included a transformation in students as a “bad kid” to a person who is empowered to positively change their behavior through the use of restorative practices. Students perceive restorative practices not as discipline, but as a second chance. The study divulged that school community members must learn to find a balance between implementing restorative practices and meeting the academic needs of students. The study also revealed that teachers perceive the use of restorative practices to be a tool that assists them in the improvement of classroom management skills. The findings deepen our understanding of restorative practices in schools as a way to empower students, to redistribute how power is shared, and to help resolve school conflicts. Implications for schools include the use of restorative practices to reduce suspensions, expulsions, zero tolerance policies, and to handle issues of school safety, violence, and school conflicts. Implications for the use of restorative practices in a broader sociocultural context include the workplace, higher education, adult and juvenile corrections, professional athletic organizations, and the private sector.

Committee: Janice Kroeger PhD (Committee Chair); Walter Gershon PhD (Committee Member); Tricia Niesz PhD (Committee Member); Julie Globokar PhD (Committee Member) Subjects: Criminology; Education; Pedagogy; Social Research

Doctor of Philosophy (Ph.D.), University of Dayton, 2024, Educational Leadership

Collegiate men are overrepresented in student conduct systems across the higher education landscape as they are more likely to engage in high-risk behaviors when compared with their female counterparts (Laker & Davis, 2011). There is a strong correlation between these high-risk behaviors and the ideology of toxic masculinity (Wagner, 2015). Many collegiate men yearn for a sense of belonging and when they are joining community with each other, it can re-enforce the adoption of this toxic masculine ideology (Harris & Struve, 2009). Restorative Justice while not a new concept, is still a relatively newer practice in higher education. As the toxic masculine ideology is leading to many collegiate men engaging in harmful behavior that is not being sufficiently corrected through historical punitive student conduct practices, this study aimed to see if restorative justice could be used a tool to support men engaging in high-risk behavior and combat toxic masculinity by aiding with their self-authorship and sense of belonging. 16 student conduct professionals from across the country participated in this constructivist phenomenological research and data was collected through semi-structured interviews, to learn from their experiences on challenging and supporting male college students with restorative justice practices and philosophy. Eight themes emerged from this study. The themes are as follows: 1) Versatility of restorative justice; 2) Traditional forms of student conduct have significant limitations; 3) Art of vulnerability; 4) Understanding of community impact; 5) Becoming an agent for change; 6) Finding authenticity; 7) Meaningful change; 8) Building and/or finding community.

Committee: Matthew Witenstein (Committee Chair); Bill Fischer (Committee Member); Davin Carr-Chellman (Committee Member); Mary Ziskin (Committee Member) Subjects: Education; Education Philosophy; Education Policy; Educational Leadership; Higher Education; Higher Education Administration

Doctor of Psychology (Psy.D.), Xavier University, 2023, Psychology

Racial disparities among adults and juveniles pervade the current US (retributive) justice system, with White and younger offenders often getting more lenient treatment. Very little research has explored the possibility that Restorative Justice (RJ) practices may be subject to the same biases. The current study explored how opinions about RJ were impacted by the offender's racial identity, the offender's age, and factors associated with respondent's identification with the offender. Participants (N=225) were randomly assigned to 1 of 6 survey vignettes. Each depicted the same road rage incident but varied the race (African American, European American, Hispanic) and age (17 years old/35 years old) and accompanying mugshot photo. Participants rated the appropriateness of seven potential consequences, which included retributive justice and RJ practices. Contrary to predictions, no significant differences in consequence severity appropriateness ratings emerged across offender race, age, or their interaction. Overall, participants rated RJ outcomes as significantly more appropriate for all offenders than retributive justice outcomes. However, results indicated that participants' who reported higher racial bias rated more severe consequences as more appropriate for African American offenders and LatinX offenders but did not show this pattern for European American offenders. Racial bias showed significant positive associations with identifying as non-White (r = .37) and with political conservatism (r = .28). The findings suggest that RJ practices are viewed positively by most individuals and as equally appropriate for all offenders.

Committee: Susan Kenford Ph.D. (Committee Chair); Kathleen Hart Ph.D., ABPP (Committee Member); Jennifer Gibson Ph.D. (Committee Member) Subjects: African Americans; Criminology; Hispanic Americans; Psychology

Master of Arts (MA), Bowling Green State University, 2023, German

Reparations and victim reconciliation have become a popular topic in the 21st century. In the fight for apologies, compensation, and corrections for human injustices, civil society actors play a necessary role in varied facets. Through qualitative research and case study comparison, I seek to investigate the questions: How did civil society organizations fight for successful reparations from the German government? Which factors lead to a successful or satisfactory outcome, and which to failure? By using Germany as the common perpetrator and respondent among the reparations claims, the study contrasts the experience and success of civil societies in their push for financial indemnifications and reconciliation. My focus is on the Jews following the Holocaust, the Ovaherero and Nama peoples for the Namibian Genocide, and the Roma and Sinti after the Porajmos. My research found that successful victim mobilization through civil society organizations relies on a combination of factors, including support from the diaspora, government connections, international support, and solidarity among civil society organizations. Additionally, this thesis finds that the advent of the internet has become widely beneficial to victims as they organize and mobilize efforts for transitive justice.

Committee: Christina Guenther Ph.D. (Committee Chair); Scott Piroth Ph.D. (Committee Member); Edgar Landgraf Ph.D. (Committee Member) Subjects: History; Holocaust Studies; Political Science

Doctor of Philosophy, University of Akron, 2022, Sociology

The public prosecutor is obligated to “ensure that justice is done” (Berger v. U.S. 1935). However, there are few guidelines for prosecutors to follow in regards to what it means to “do” justice (Bresler 1996; Cummings 2010), just as there is no single definition for justice (Gershman 1990). As such, I seek to answer the following questions in this study: First, how do criminal prosecutors describe instances of justice being done in their own words? Second, how do structural conditions enable or constrain definitions and enactments of what it means to do justice? To answer these questions, I use data collected from over 330 hours of participant observation and twenty-eight semi-structured interviews with prosecutors and support staff in a Midwestern county-level prosecutor's office. Findings reveal that prosecutors “do” justice through a Victim-Oriented Culture that emphasizes incorporating victims into case processes and decisions regarding outcomes, in addition to guiding and caring for victims throughout the life of the case. These definitions and enactments of justice are dynamic, enacted, and interactional (Amster 2012; Maynard-Moody and Musheno 2012; Smith 2001), and sometimes involve emotion practice and caring work (Erickson and Stacey 2012). These definitions and enactments are akin to Relational Justice (Pillsbury 2019) and Restorative Justice (Zehr 2013). Findings also reveal that these definitions and enactments of justice through a Victim-Oriented Culture are enabled and constricted by factors internal and external to the to the prosecutor's office itself.

Committee: Stacey Nofziger (Committee Chair); Matthew Lee (Committee Co-Chair); James Dieffendorf (Committee Member); William Lyons (Committee Member); Christopher Dum (Committee Member); Kathryn Feltey (Committee Member) Subjects: Criminology; Law; Sociology

Bachelor of Arts (BA), Ohio University, 2016, Anthropology

This study investigates the current state of informal justice initiatives in West Belfast communities in Northern Ireland. After emerging from thirty years of internal armed conflict between politically and ideologically divided groups, Northern Ireland has grappled with restoring peace and promoting reconciliation through institutional reform, the demilitarization of armed factions, cross-community projects, and capacity building initiatives. As the peace process has unfolded, critical conversations concerning the need for non-violent and non-discriminatory crime control have been taking place. These conversations addressed vital concerns such as the needs for police reform, an end to paramilitary punishment, and a means of bridging the gap between local and state-led crime control models. As a result, new modes of conflict resolution have been adopted and legitimized in the seventeen years since the peace agreement. This research project employs ethnographic methods including interviews, participant observation, and document analysis collected throughout nine weeks of fieldwork in Belfast to assess how conflicting notions of justice, crime, and authority contribute to the continuing role of such local justice initiatives. This project uses the literature on transitional justice, legal pluralism, and alternative sources of authority to inform an ethnographic study of informal justice initiatives in Belfast, as it analyzes the manner in which local actors claim or are given authority over crime, conflict, and crisis as they work to provide access to justice outside the parameters of the formal legal system.

Committee: Haley Duschinski (Advisor); Smoki Musaraj (Other) Subjects: Alternative Dispute Resolution; Cultural Anthropology; Law; Legal Studies

Ph.D., Antioch University, 2014, Leadership and Change

The purpose of this study is to explore the way(s) in which the disproportionate return of ex-prisoners to socially and economically disadvantaged communities impact(s) specific community structural factors identified in the study. After three decades of withstanding the enduring effects of the mass incarceration, communities stand at the edge of a new era. Economic realities, and the failure of policies designed to deter crime through imprisonment are rapidly ushering in an era of mass prisoner reentry. The complexity of the challenges surrounding the successful integration of offenders to communities requires a new leadership paradigm for justice leaders. This study posits that communities are complex adaptive systems and examines the applicability of complexity leadership theory to the interactive impact of prisoner reentry. Existing academic literature is replete with research examining the ability of community institutions to ease the transition of citizens returning home from prison and contributing to their ability to achieve success within the community. Additional studies have identified the negative effects of mass incarceration on elements or structural factors often define the viability of a community. These include, but are not necessarily limited to: employment, crime, poverty, and family relationships. This study builds upon previous academic research in the area of prisoner reentry. It steps in a new direction that focuses on the impact the concentrated return of ex-prisoners exerts on elements that contribute to the collective efficacy of neighborhoods. In order to effectively examine the interactive or reciprocating impact of prisoner reentry, a mixed methodological approach using both qualitative and quantitative research, situated in a case study, is employed. The research design incorporates the constructed realities of those experiencing the interactive impact of reentry and provides a statistical analysis of the attitudes of a broad representa (open full item for complete abstract)

Committee: Lize Booysen DBL (Committee Chair); Carol Baron PhD (Committee Member); Edward Rhine PhD (Committee Member); Morris Jenkins PhD (Other) Subjects: Criminology; Families and Family Life; Public Administration; Public Policy; Rehabilitation; Social Research; Urban Planning

Bachelor of Science (BS), Ohio University, 2013, Anthropology

In the 1904-1908 genocide in German South-West Africa, the German colonial power eliminated 80 percent of Herero and 60 percent of Nama indigenous communities. Following Namibian independence from South Africa in 1990, descendants of genocide survivors began petitioning Germany for reparations. While legal scholars have debated the technical merits of their case, this project adopts a legal anthropology perspective to examine the Herero/Nama reparations movement in its contemporary sociolegal context of localized political disputes, ethnic identity contests, and international justice initiatives. Based on eight weeks of ethnographic research in Windhoek, Namibia in the summer of 2012, the project focuses on the ways in which reparations activists imagine and invoke domestic and international law as they establish continuities between their historical memories of domination by the German colonial authorities, and their lived experiences of marginalization by the Namibian state. Their demands for symbolic acknowledgement and material redress foreground their colonial-era victimhood in ways that challenge the hegemonic narrative of the Namibian liberation struggle -- a hegemonic narrative that canonizes the anti-apartheid resistance efforts of the ruling SWAPO party and devalues earlier Herero and Nama wars against the German colonial regime. I find that reparations activists' traditionally political claims about memory, ethnicity, and cultural survival are being contested in legal arenas, and that despite their pessimistic approach to domestic law, they hold faith in international law as neutral, fair, and on the side of justice. Herero and Nama reparations activists draw on the global normative discourse of genocide to present legal claims in ways that challenge not only the German government's refusal to pay reparations, but also the Namibian government's exclusionary practices of ethnic favoritism and corruption.

Committee: Haley Duschinski (Advisor); AnnCorinne Freter-Abrams (Other) Subjects: Cultural Anthropology

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

The purpose of this qualitative case study was to examine how 12 middle school teachers in the Midwest perceive the effectiveness of restorative justice practices within their school and classroom across discipline and building stronger relationships with their students. The researcher used an adapted teacher and administrator instrument from Dr. Hillary Lustick. Data analysis was completed using Provisional Coding, Descriptive Coding, and In Vivo Coding. Using a phenomenological approach, Norm Theory theoretical framework, and semi-structured interview questions, the researcher gained a deeper understanding of teacher perceptions of the effectiveness of restorative justice practices. Participants shared that their perceptions were primarily positive. Participants predominantly viewed these practices as productive and beneficial when handling discipline issues and an excellent way to improve building relationships with their students. Additionally, teachers in this study felt that restorative justice practices are necessary because post-COVID-19 is a new era in education, and student voice needs to be included more frequently across all areas in school. The primary negative teacher perceptions focused on frustration with lack of proper training, insufficient time to run restorative practices while balancing classroom content, and lack of consistent buy-in from students and staff members. This study suggests teachers perceive these practices as worthwhile, and with proper extensive training, more schools can see the benefit of using restorative justice practices.

Committee: Amanda Ochsner (Committee Chair); Jennifer Theriault (Committee Chair); Thalia González (Committee Member) Subjects: Education; Middle School Education; Secondary Education

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

Disparities in the rate of exclusionary discipline of African American students and their same-aged peers continue to exist. African American students are administered lengthier punishments than their White peers and often for more subjective offenses. They are often the subjects of implicit bias, with adults perceiving African American children as being older than they are, less innocent than their peers, more culpable and aggressive, and more deserving of harsher punishment than White children (Gilliam et al. 2016; Lewis & Diamond, 2015; Welsh & Little, 2018). The excessive use of exclusionary discipline on African American students has been linked indirectly to higher dropout rates, future incarceration, and lower higher education outcomes (Skiba et al., 2014). Restorative justice is cited as a way to mitigate the implicit bias that has the potential to lead to the perpetuation of disparities in school discipline. Originating in New Zealand, restorative justice is seen as a solution to the negative consequences of exclusionary punishment and its disproportionate application. The purpose of this study is to use statistical analysis to determine the impact of restorative justice implementation on a large, urban district. Results of this study revealed that there has been no significant impact on instances of exclusionary discipline for African American students. Over the span of the study, there was no significant change in the suspension rates of African American students with regard to year, infraction, or grade band. Results of the general linear modeling analysis indicate that the change over time of the rate of suspensions for the 9-12 grade band was significant, F (4, 115) = 7.048, p = <.001. Results of the Tests of Between-Subject Effects indicate that a significant interaction existed between race and interaction by year term.

Committee: Karen Larwin PhD (Committee Chair); Katie Fallo EdD (Committee Member); Sherri Harper-Woods DM (Committee Member) Subjects: Education; Education Philosophy; Educational Leadership; Educational Psychology

Doctor of Education , University of Dayton, 2023, Educational Administration

Antiquated discipline policies in schools affect marginalized students at higher rates than White students. Restorative practices (RP) offer schools a community approach to improve school relationships, climate, trust, and vulnerability for all stakeholders. This interpretivist qualitative study examines the perceptions of RP from seven veteran teachers at Lincoln Secondary Campus. The findings revealed that teacher reflexivity, administrative support, misinterpretations of RP, and teacher training are all critical elements in the restorative journey. The action plan proposes compulsory training sessions each semester for staff that is conducted by the International Institute for Restorative Practices and the use of students who are trained in RP peer mediation to increase campus understanding and participation in RP.

Committee: Dr. Elizabeth Essex (Advisor) Subjects: Secondary Education; Teacher Education

Master of City and Regional Planning, The Ohio State University, 2023, City and Regional Planning

The rapid expansion of the cannabis industry in the United States, in line with the recent wave of legalization, has not yielded consistent growth across all societal segments. Particularly, marginalized communities historically subjected to disparate cannabis-related law enforcement and legal penalties often find themselves excluded from this emergent economic sector. This thesis critically focuses on the role of Cannabis Social Equity Programs (CSEPs) in mitigating this historical imbalance and promoting inclusivity and diversity within the cannabis industry. The thesis delves into the historical context of cannabis prohibition, its disproportionate impacts on marginalized communities, predominantly ethnic and racial minorities, and how this context informs modern CSEPs. A comprehensive comparative analysis of three distinct CSEPs from Arizona, and Connecticut, and Ohio is undertaken. The analysis scrutinizes the diverse demographic profiles and unique approaches these states take toward cannabis legalization and regulation. Ohio's approach, which lacks a comprehensive CSEP, is used as a control. In contrast, both Arizona and Connecticut have adopted more substantial CSEPs that are explicitly aimed at aiding disproportionately impacted communities, embodying a strong sense of restorative justice. The focus of this thesis is to underline the efforts of these programs in rectifying historical injustices and creating a more inclusive cannabis industry, noting the variation in success. The thesis sheds light on the potential benefits and limitations of state-level initiatives, offering insights into factors contributing to their effectiveness or ineffectiveness. The thesis argues that appropriately designed and efficiently managed CSEPs have the potential to contribute significantly towards a more equitable cannabis industry. It promotes leveraging CSEPs for economic empowerment and targeted reinvestment in disadvantaged communities impacted by the War on Drugs. (open full item for complete abstract)

Committee: Bernadette Hanlon (Advisor); Jason Reece (Advisor) Subjects: Alternative Medicine; Area Planning and Development; Land Use Planning; Minority and Ethnic Groups; Public Health; Social Research; Urban Planning

Bachelor of Arts, Walsh University, 2022, Honors

Over the past few years, the nationwide protests over the long-standing plague of racism in our country, most recently manifested in the deaths of Ahmaud Arbery, George Floyd, and Breonna Taylor, have placed our nation before a “fork in the road.” We stand on the precipice of monumental change or devastating regression in the area of race relations within our nation. This has been most vivid in the relationship between law enforcement and the African American community. What comes next between these two parties will depend on how law enforcement responds to the cries of the people in these affected communities. Historically, particularly in African American communities, there has been an intimate connection between social movements and sensitives to injustice and faith. At the same time, there appears to be a decreasing appreciation of faith among law enforcement officers. If the disparity between the attitude towards faith by law enforcement and the significance of faith in communities of color continues to increase, it will undoubtedly lead to more tension between these two communities. I hypothesize that reconciliation between law enforcement and African American communities can be achieved through the inclusion of religious literacy in the training and formation of law enforcement officers. As a disclaimer, it is important to understand that the building of trust and the reparation of relationships is an effort that requires the cooperation of both sides. This means that there has to be a willingness and an understanding from both law enforcement and communities of color for any real difference to be made. It is also important to recognize that this is not a “black versus white” issue, this is an issue that affects society as a whole. This understanding will be made present throughout this research, but the primary focus will be on the inclusion of religious literacy in the formation of law enforcement officers.

Committee: Fr. Louis Bertrand Lemoine O.P. (Other); Cary Dabney (Advisor) Subjects: Behavioral Sciences; Behaviorial Sciences; Criminology; Divinity; Law; Legal Studies; Minority and Ethnic Groups; Psychology; Religion; Religious Education; Religious History; Sociology; Theology; World History

Specialist in Education (Ed.S.), University of Dayton, 2022, School Psychology

Disproportionate discipline rates exist for Black and African American students in the United States. These rates contribute to poorer academic outcomes and later involvement in the juvenile justice system. Current literature explores culturally competent discipline strategies such as PBIS, Restorative Justice, and Conscious Discipline but does not address implementation of such strategies. Three pre-service teachers currently enrolled in the Urban Teacher Academy and three in-service teachers who completed the Urban Teacher Academy at the University of Dayton participated in this study. A mixed methods design was utilized in this study. Participants first completed a Self-Assessment for Cultural Competence on which they scored within the culturally competent range. Participants then completed qualitative interviews to discuss classroom discipline and management strategies. Results indicated culturally competent educators implement district or building wide discipline strategies, build relationships with students, and demonstrate empathy for students. Implications for teacher training programs striving to prepare culturally responsive teachers and future research are discussed.

Committee: Elana Bernstein (Committee Chair); Ashley Anderson (Committee Member); Novea McIntosh (Committee Member) Subjects: Education; Educational Psychology

Specialist in Education (Ed.S.), University of Dayton, 2020, School Psychology

When the Restorative Justice (RJ) model is implemented in multiple school buildings and reflected in the community standards, a positive impact is experienced by students, school staff members, and parents (Pavelka, 2013). The purpose of this study was to evaluate the relationship between school staff member's philosophical alignment to RJ practices and student discipline outcomes; specifically, office discipline referrals (ODRs). This study also reviewed the differences in grade levels with regard to the rate of ODRs and the alignment to RJ practices. Results indicated a small relationship between strong alignment with RJ practices and fewer student ODRs. The results also found that the rate of ODRs increased as grade levels increased, and the staff member's alignment to RJ practices was not significantly different among all five grade levels.

Committee: Susan Davies Ed.D. (Committee Chair); Elana Bernstein Ph.D. (Committee Member); Rochonda Nenonene Ph.D. (Committee Member) Subjects: Behavioral Psychology; Education; Psychology

Doctor of Philosophy in Urban Education, Cleveland State University, 2019, College of Education and Human Services

In spite of extant research on the impact of zero-tolerance policies on racial disparity and negative academic outcomes, exclusionary discipline still abounds, which urges the need for alternatives to this policy. Current research suggests approaches like restorative justice and restorative practices as a promising alternative to zero-tolerance policies where, through its use, students can find acceptance for who they are and learn how to handle conflict, accept responsibility, repair relationships, exercise forgiveness, and belong to a community. The specific problem becomes identifying the factors that make implementation of restorative justice programs in the educational setting impactful. The purpose of this quantitative study was to explore use of the elements of the restorative practices continuum and the factors of restorative practices implementation, and to investigate relationships that might exist between implementation of restorative practices and forgiveness, and the impact of implementation on suspensions at the school level. Instruments administered were a Restorative Practices survey that consisted of a combination of items developed by RAND and items developed by the International Institute of Restorative Practices (IIRP) and the Heartland Forgiveness Scale. Exploratory Factor Analysis (EFA) was used to identify strongly related restorative practices survey items that grouped together as factors, particularly, factors of restorative practices implementation. Multiple regression was used to investigate relationships between these factors and the forgiveness scale score, to determine if forgiveness was a predictor of implementation, and relationships between these factors at the school level and out-of-school suspensions, to indicate the overall impact of restorative practices implementation. Results of the study indicated: 1) the elements of the restorative practices continuum that are more informal are implemented closer to “often” than thos (open full item for complete abstract)

Committee: Anne Galletta (Committee Chair); Brian Harper (Advisor); Adam Voight (Committee Member); Frederick Hampton (Committee Member); Ronnie Dunn (Committee Member) Subjects: Education; Education Policy; Educational Leadership

MA, University of Cincinnati, 2019, Arts and Sciences: Communication

The purpose of this study is to look at the themes and commonalities between apology and public statements of apology to show the patterns of apologetic rhetoric. Specifically, it examines in detail major Midwestern universities and racist violations that took place on those campuses between enrolled students. Through both a critical rhetorical and a critical-cultural lens, it is established that the responses to these acts refuses to acknowledge the trauma that they cause which leads to community breakdown and tensions. A critical analysis of several apology texts uses the criteria of apologia established by both rhetorical and image repair scholars. Each of the chapters exists both through a common theme of apologia and how damaging it can be in its support and threading to white supremacist structures, but also as separate attempts to understand and theorize about what it means to grapple with these violations from the perspective and the limitations of a public university community member.

Committee: Ronald Jackson II Ph.D. (Committee Chair); Debra Merchant J.A. (Committee Member); Shaunak Sastry Ph.D. (Committee Member) Subjects: Communication

Doctor of Education (Educational Leadership), Youngstown State University, 2019, Department of Teacher Education and Leadership Studies

African American students continue to be suspended at rates disproportionate to sameaged peers. Exclusionary practices in America's public schools lead to a decrease in a positive school climate, an increase in suspension rates, an increase in drop-out rates, and an increase in interactions with juvenile and criminal justice systems. Supported by decades of research, entities from the American Academy of Pediatrics (2003) to the United States Department of Education (DOE) Office of Civil Rights (2014) have called for a reduction in overall suspensions and expulsions, and an eradication of the discipline gap between African American students and Caucasian students. Thus far, schools have struggled to implement programs and interventions to successfully reduce the discipline gap. Restorative Justice (RJ) or Restorative Practices (RP) have been utilized, with success, in Native American cultures, in countries such as Australia and New Zealand, and in juvenile and criminal justice systems. Within K-12 public schools, the use of RJ and its impact is beginning to be examined for efficacy. The purpose of this study is to use statistical analysis to determine the impact of RJ on a large urban district by studying discipline gap data for the four years prior to implementation and four years after implementation. This is the first known study of the impact of RJ in the San Francisco United School District (SFUSD). Results of the study indicate that the implementation of RJ in the SFUSD resulted in a significant decrease in expulsions, but not in suspensions. Current data confirms that a discipline gap between African American students and Caucasian students is still prevalent. A surprising result of the study, when compared to other recent research in the area, is the indication that RJ in the SFUSD had the greatest positive correlation with the reduction of exclusionary practices at the middle school level. A final look at the demographics of both the SFUSD certificated staf (open full item for complete abstract)

Committee: Karen Larwin PhD (Advisor); Patrick Spearman PhD (Committee Member); Tiffany Hughes PhD (Committee Member); Matthew Paylo PhD (Committee Member) Subjects: African Americans; Education; Multicultural Education

Specialist in Education (Ed.S.), University of Dayton, 2015, School Psychology

Across the nation, the education system is responding to student misbehavior with zero tolerance policies that parallel the punitive practices found in the juvenile and criminal justice systems. Zero tolerance policies have contributed to the “discipline gap,” wherein schools punish racial and ethnic minorities more often and more severely than they punish whites. One alternative to punitive punishment is restorative justice, which aims to foster respect, responsibility, and empathy in members of school communities. This project evaluates the relationship between restorative justice and out-of-school suspension rates in an urban school district. It also serves as one of the few studies that evaluate the effect of restorative practices on the discipline gap. The results validate previous research findings, as restorative justice is related to reductions in out of-school suspension rates. Further, the results reveal a promising alternative to the punitive practices that plague the education system, as restorative justice is related to reductions in the size of the discipline gap.

Committee: Susan Davies Ed.D. (Committee Chair); Elana Bernstein Ph.D. (Committee Member); Jamie Longazel Ph.D (Committee Member) Subjects: Education Philosophy; Educational Psychology; Educational Sociology; Psychology; Special Education; Teacher Education