Dissertations, Theses, and Capstone Projects

Date of Degree

6-2024

Document Type

Dissertation

Degree Name

Ph.D.

Program

Urban Education

Advisor

Terri N. Watson

Committee Members

Juan Battle

Sherry Deckman

Subject Categories

Other Education

Keywords

Restorative Justice, Teacher Perceptions, New York City Schools, Discipline

Abstract

The purpose of this study is twofold. First, it examines how teachers of different racial identities and at different points in their careers perceive the impact of restorative justice practices in select New York City public schools. Disciplinary Power Theory, Restorative Justice Theory, and Critical Race Theory are used as theoretical frameworks. In semi-structured interviews with 12 New York City high school teachers, participants will provide their own understandings of restorative justice. Second, participants will discuss the impact of school-based restorative justice work. This data will be analyzed for overall participant perception of restorative justice followed by an analysis of how restorative justice is perceived by participants of different racial identities and at different points in their career(s). Last, based on the findings, New York City Department of Education’s use of restorative justice is critiqued and recommendations are made for future implementation of restorative justice.

This work is embargoed and will be available for download on Monday, June 01, 2026

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