Using parental input from black families to increase cultural responsiveness for teaching SWPBS expectations

Lefki Kourea, Ya Yu Lo, Tosha L. Owens

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)

Abstract

Despite the positive effects of school-wide positive behavior support (SWPBS) on school discipline, the overrepresentation of Black students in discipline data in SWPBS schools has alerted researchers and educators to initiate discussion about the need to blend culturally responsive pedagogy and the SWPBS approach. This qualitative research study attempts to add to this discussion by (a) exploring the perspectives of Black parents on SWPBS behavioral expectations using ethnographic interviewing, (b) incorporating parental input in the instructional design of a culturally responsive social skill curriculum, and (c) assessing the perceptions of parents and SWPBS team members on the curriculum content and design using social validity questionnaires. Results and discussion are provided in relation to findings of descriptive themes (e.g., respect, safety, family interactions, school-family interactions) from the parent ethnographic interviews and the value of using parental input to increase cultural responsiveness of school-wide behavioral expectations.

Original languageEnglish
Pages (from-to)226-240
Number of pages15
JournalBehavioral Disorders
Volume41
Issue number4
DOIs
Publication statusPublished - 2016
Externally publishedYes

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