Abstract:
The purpose of this phenomenological qualitative study was to examine middle
school teachers’ perceptions of the influence that restorative practices have on African
American students’ behavioral decisions in Grades 6 through 8. The campuses selected in
this study have been implementing restorative practices for a minimum of one to three
years. This phenomenological qualitative study will examine teachers’ perceptions of the
effectiveness of restorative approaches on three different Title I campuses in a large
suburban school district in Southeast Texas. This study included three different focus
groups of five teachers. The guided protocol questions in this study explored the
influences of restorative practices from the lenses of teachers who have been
implementing such practices for one to three years. For the purpose of the study, archival
discipline and demographic data were utilized from each of the three Title I campuses
identified for this study from the last three years. Findings indicated that consistency,
relationship building, accountability, and willingness to participate were linked to the
influence of student behavioral performance. Findings also emphasized the importance of
implementation, ownership, and campus environment within a school culture. This study
provides insight on the importance of restorative approaches and how they are utilized in
recapturing African American students.
