Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support

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Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, background): “School staff can then begin dialogues to address differences between home and school practices (Monroe, 2005) and engage in professional development that promotes an awareness of one’s own culture and an understanding of others’ cultures (Vincent et al., 2011).”
Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline (2014, background): “Similarly, those who are not from the dominant culture may be more likely to exhibit behavior that is perceived as respectful (or neutral) by them and their families but is viewed as problem behavior by other students and adults in the school.(66) The resulting discontinuity, in which behaviors of s”
Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions (2018, background): “School effects were assessed through racial equity in office disciplinary referrals (Vincent et al., 2011), staff reported school improvement and school accountability measures (Ryan et al.”