dc.contributor.author	Chastain, Nicholas Robert
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2010-2021	en_US
dc.date.accessioned	2021-04-08T16:11:50Z
dc.date.available	2021-04-08T16:11:50Z
dc.date.issued	2021-03-22
dc.identifier.other	65916945-A16C-A58D-4110-1B4DAB215F73	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4719
dc.description.abstract	Discipline disproportionality is a topic studied and discussed extensively in the United States. Schools and districts across the nation have long sought pragmatic solutions to this long festering problem. Inequity in school discipline is considered by many as the main cause of the achievement gap and a host of other negative student outcomes. Scholars have studied the construct of implicit bias for decades, yet many still consider the topic controversial. The purpose of this study was to examine how teacher perception of the topic (equity in school discipline) changed over time by participating in the study. This study used the sequential explanatory mixed method design. A total of 60 in-service classroom teachers completed the pretest and posttest Teacher Multicultural Attitudes Survey (TMAS). Teacher scores on the (TMAS) and the Race Implicit Association Test (IAT) were examined and analyzed. The qualitative portion of the study examined the responses of nine teachers who completed the quantitative portion of the study. Results from the quantitative portion of the study were statistically nonsignificant. Several issues of practical significance were identified. Teacher repeated measure scores on the IAT indicated a slight change in preference from White to Black skin. In contrast, teacher pretest and posttest scores on the TMAS indicated teachers had less awareness of and sensitivity to multicultural issues in their classroom. Teacher interview data, however, indicated teachers seeking to improve their efficacy are willing to discuss and address this problem. Keywords: equity; discipline disproportionality; cultural awareness; implicit bias; implicit association test; teacher efficacy;	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Conceptual Framework 2 -- Statement of the Problem 4 -- Purpose of the Study 6 -- Research Questions 9 -- Significance of the Study 10 -- Methodology 10 -- Organization of this Study 11 -- Chapter II: LITERATURE REVIEW 12 -- Defining Discipline Disproportionality 13 -- Effects of Discipline Disproportionality on African -- American Subgroup 17 -- Current Attempts to Reduce Discipline Disproportionality 23 -- Implicit Bias Development and Psychology 27 -- Implicit Association Test (IAT) and Reducing Implicit Bias 33 -- Summary 37 -- Chapter III: METHODOLOGY 39 -- Research Design 39 -- Participants 41 -- Instrumentation 46 -- Quantitative Component 46 -- The Teacher Multicultural Attitude Survey 47 -- Validity 47 -- Reliability 49 -- The Implicit Association Test 49 -- Validity 51 -- Reliability 52 -- Qualitative Component 53 -- Data Collection 54 -- Quantitative Data Collection 54 -- Qualitative Data Collection 56 -- Data Analysis 56 -- Quantitative Data Analysis 56 -- Qualitative Data Analysis 59 -- Summary 60 -- Chapter IV: RESULTS 61 -- Demographic Characteristics of Participants 62 -- Quantitative Results 72 -- Results by Question 72 -- Qualitative Results 78 -- Participants 79 -- Demographic Characteristics 80 -- Results by Question 81 -- Interview Questions 82 -- Summary 98 -- Chapter V: DISCUSSION 100 -- Literature Review 100 -- Methodology 106 -- Results 109 -- Quantitative Findings 109 -- Qualitative Findings 112 -- Limitations and Assumptions 121 -- Suggestions for Future Research 122 -- Conclusion 123 -- REFERENCES 127 -- APPENDIX A: Participant Invitation Letter 142 -- APPENDIX B: Initial Interview Questions 144 -- APPENDIX C: Adapted from Pepis (2017) 147 -- APPENDIX D: Preliminary Teacher Interview -- Questions and Presentation 150 -- APPENDIX E: Final Interview Questions Based on -- Participant Feedback 163 -- APPENDIX F: Descriptive Statistics of all Pretest -- TMAS Scores at Baseline 169 -- APPENDIX G: Institutional Review Board Protocol -- Exemption Report 171 -- APPENDIX H: Expert Panel Review Form 173 -- APPENDIX I: Feedback from Expert Panel Review Panelist 177	en_US
dc.format.extent	1 electronic document (PDF/A), 198 pages. 2010941 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Cultural awareness	en_US
dc.subject	Discrimination	en_US
dc.subject	Equity	en_US
dc.subject	School discipline	en_US
dc.subject	Self-efficacy	en_US
dc.subject	Teachers	en_US
dc.title	Implicit Bias Awareness and Intervention Influence on In-service Classroom Teachers Promoting Equity in School Discipline: A Mixed Methods Study	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Pate, James L.
dc.description.committee	Brockmeier, Lantry L.
dc.description.committee	Leech, Don
dc.description.degree	Ed.D.	en_US
dc.description.major	Doctor of Education in Curriculum and Instruction	en_US