MARC보기
LDR02189nmm uu200421 4500
001000000332671
00520240805171226
008181129s2018 |||||||||||||||||c||eng d
020 ▼a 9780438064942
035 ▼a (MiAaPQ)AAI10790400
035 ▼a (MiAaPQ)unc:17817
040 ▼a MiAaPQ ▼c MiAaPQ ▼d 248032
0820 ▼a 371
1001 ▼a Keeling, Dena K.
24510 ▼a Towards a Critical Race Discourse Framework for Addressing Discipline Disparities for African American Students.
260 ▼a [S.l.] : ▼b The University of North Carolina at Chapel Hill., ▼c 2018
260 1 ▼a Ann Arbor : ▼b ProQuest Dissertations & Theses, ▼c 2018
300 ▼a 199 p.
500 ▼a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 ▼a Advisers: Eric A. Houck
5021 ▼a Thesis (D.E.)--The University of North Carolina at Chapel Hill, 2018.
520 ▼a Across the nation, African American students are suspended at rates well above those of Caucasian students and disproportionate to their representation in the total school population (Skiba, Eckes, & Brown, 2009). The pattern of disproportionate
520 ▼a The participants in this study are from two middle schools, with disproportionate suspension rates for African American students, in one urban school district in North Carolina. Semi-structured interviews with seven teachers and two administrato
520 ▼a The researcher found that the discourse of the district discipline policy and the school administrators in this study, aligned with each of the domains of the conceptual framework, suggesting a relationship among subtle racial bias, racialized d
590 ▼a School code: 0153.
650 4 ▼a Educational leadership.
650 4 ▼a African American studies.
690 ▼a 0449
690 ▼a 0296
71020 ▼a The University of North Carolina at Chapel Hill. ▼b Education (Educational Leadership ).
7730 ▼t Dissertation Abstracts International ▼g 79-10A(E).
773 ▼t Dissertation Abstract International
790 ▼a 0153
791 ▼a D.E.
792 ▼a 2018
793 ▼a English
85640 ▼u http://www.riss.kr/pdu/ddodLink.do?id=T14997565 ▼n KERIS
980 ▼a 201812 ▼f 2019
990 ▼a 관리자