Date of Award
Spring 5-2018
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Educational Administration
Department
Educational Administration
Major Professor
Broadhurst, Christopher
Second Advisor
Beabout, Brian
Third Advisor
Speaker, Richard
Fourth Advisor
Jeffers, Elizabeth
Abstract
Student conduct plays an integral role in the functioning of an institution and the moral development of students. As multiple models of student conduct exist, such as the Model Student Conduct Code or a Restorative Justice Approach, it is critical to have an understanding of the various structures and how to choose the most effective structure for addressing the diversifying needs of the campus community. Most college and university campuses use the Model Student Conduct Code (Dannells, 1997) which tends to place a heavy emphasis on authority and is more legalistic which creates an “adversarial environment” (Lowery & Dannells, 2004) on college and university campuses. It can be argued that the traditional student conduct code does not make space for individuals to engage in dialogue and for learning to take place. The focus of this dissertation is to understand the experiences of facilitators as they develop, implement, and use restorative justice models on college and university campuses, which provide a guiding framework for dialogue between victims/harmed parties and offenders/respondents and may be better suited as a means of managing bias and hate-motivated incidents. Restorative practices have been implemented in criminal justice, and K-12 environments and are seen by some as an antidote to overly legalistic campus conduct processes (Karp, 2004). This phenomenological research explores the experiences of individuals who have facilitated a campus-based restorative process and how that experience may impact their view of and the opportunities to improve campus climate through the lens of Critical Race Theory and Models of Moral development. Through this study, conduct and other campus administrators can gain valuable information on how restorative processes are developed, how facilitators gained and maintained institutional support, and how successful facilitators find the process in meeting their goals of student learning. Campus administrators will also gain insight on the perceived effectiveness of restorative practices as a tool for managing incidents of bias and the perception of the campus climate.
Recommended Citation
Anderson, Desiree, "The Use of Campus Based Restorative Justice Practices to Address Incidents of Bias: Facilitators’ Experiences" (2018). University of New Orleans Theses and Dissertations. 2442.
https://scholarworks.uno.edu/td/2442
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.