THE NATURE OF BIAS AND ITS IMPACT ON DISPARATE DISCIPLINARY OUTCOMES by Renae Azziz A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Education Baltimore, Maryland May, 2017 © 2017 Renae Azziz All Rights Reserved Abstract A critical issue facing America’s schools is the discipline gap. Nationally, Black students comprise 16% of PK-12 students; yet represent 32% of students suspended and 42% of students expelled from school. This disparity also exists in the local context of focus, where Black students account for 76% of students suspended but only 48% of the district population. While an abundance of research highlights contributing factors to this issue, when student characteristics are controlled for, these disparities remain. This indicates a need to look deeper at teacher factors, such as the impact of implicit and explicit biases on teachers’ perceptions and responses to student behavior. Thus, the purpose of this dissertation study was to explore whether participation in online professional development served as an effective approach for reducing teachers’ levels of bias and if so, if these reductions impacted teachers’ perspectives on discipline. Statistical hypothesis testing was used to compare pre and post-test means for control and treatment groups. Additionally, emergent theme qualitative analysis was conducted to illuminate similarities and differences among control and treatment group participants. Results of the intervention were promising. For bias assessments, non-parametric statistical hypothesis tests did not consistently yield significant results, due to sample size limitations. However, the data suggest that differences observed across both the control and treatment groups are quite rich suggesting that an explicit focus on reducing levels of bias in combination with teaching practical classroom management strategies is a viable solution needed to influence disparate discipline outcomes. ii iii ACKNOWLEDGEMENTS In the personal statement that I submitted with my application to the doctoral program at Johns Hopkins University, I remember starting my essay with a quote by Ralph Waldo Emerson, “Life is a journey not a destination.” That is one of my favorite quotes because it reminds me to be present and focus on what I can learn from life’s experiences. As I reflect on this experience, I realize that I began this journey with a passion to strengthen my knowledge of best practices that would aid me in helping educators to solve some of the field’s most pressing issues. I started this journey with a passion to develop the leadership skills that would position me to be an effective educational consultant helping educators through the difficult work of change. I started this journey because, as much as I had resisted this challenge across the years, I knew it was meant for me. Without a doubt, this has been one of my most difficult and rewarding journey’s to date. I am forever changed because I decided to embrace this journey. My sincere appreciation goes to my dissertation committee, an inspiring group of women who share my commitment to education and equity. Thank you Drs. Eith, Day- Vines, and Cushenberry for your support and encouragement. Dr. Eith, thank you for your guidance every step of the way, for answering all of my questions, and addressing all of my concerns and fears. Dr. Day-Vines, thank you for taking on this duty despite the countless responsibilities you have both professionally and personally. You did not have to, but you believed in me even though you did not know me well. I appreciate you. Dr. Cushenberry, thank you for giving me the final push I needed to start this journey. You knew this journey was meant for me, even as I resisted it. The day you pulled me aside after a meeting and said, “You know you need to get your doctorate!” was the final push I iv needed to start the work. I am forever grateful for your support and belief in me. I thank you for serving as a great model of what a leader should be. I would also like to thank my cohort members, particularly Euradell, Kaycee, Kristen, Kyle, and Pillar who supported me from Day 1 of this journey. I am also forever indebted to Dr. Nick Sproull who finished this journey one year before me and taught me everything I needed to know to succeed. Thank you all for being my sounding board and support system. I cannot imagine accomplishing this without having others that really understood the good times and the toughest times. To my three besties: Erika, Joey, and Sarah. Thank you for your encouragement and love. You always sent a text or called at just the right times to make sure I was OK and you always managed to put a smile on my face. You all “get me.” I never have to explain myself or apologize for not checking in. You know my heart. I love you all! Thanks also to my many friends and colleagues in education who are immensely dedicated to the tough work of culturally responsive practice. You are my motivation. You are making a difference, even when you are not certain that you are. Keep going! If not you, then who? To my family, I absolutely would not be the person I am without your love. To my grandparents, Eddie and Laverne, you are exactly what grandparents should be. I have never felt anything except love from you. I hope I make you proud every day. To my parents, Breck and Katrina, thank you for sacrificing so much for me. You have always made sure I had all that I needed, and most everything that I wanted. You taught me to do my best and never to settle for less always. Thanks for all the weekends you spent time with your grandchildren so that I could work or just have time to myself. This v degree belongs to you as much as it belongs to me. This dissertation is about bias, and with admittedly biased lenses, I must say that I have the best Mother in the world. There is no way to quantify the magnitude of all that you have sacrificed for me. I thank you. I love you. And, I will forever strive to be an example of excellence in honor of you. To my siblings, Matthew, Jessica, and Michael, I hope my journey inspires you to go after everything you want. It is never too late! Finally, to my husband, Edred and our children, Mikaili and Edred-Elijah. You all sacrificed the most. Thank you! Edred, I could not ask for a better partner in life. Every day, you teach me so much about unconditional love, self-awareness, and perseverance. I am where I am because of all that you have done for me. You have the best ideas and never ask for credit when I use them. As a businessperson, you have amazed me by learning about the important topics in education so that you can support our business. Although I may be the face of Virtuoso Education Consulting, much of the company’s success is because of you. I am thankful for all that you do, and I will love you forever! Mikaili and Edred-Elijah, I am so honored to be your Mom! I love you! You are both amazing. I know that you will do great things and I will be cheering you on and supporting you through all the challenges you might face on your way to greatness. I hope that by watching me, you have learned that you can do anything you set an intention to do. Always remember that. Thank you, Azziz Family, for enduring the long hours I needed to spend in the library and the times I just was not present emotionally. WE DID IT! Now, on to the next journey! vi DEDICATION In loving memory of my grandparents, Johnnie and Veatrice Feggins, Bobby and Flora Upshaw, and my in-laws, George and Jessie Owens. vii Table of Contents List of Tables ..................................................................................................................... xii! List of Figures .................................................................................................................. xiii! EXECUTIVE SUMMARY ................................................................................................. 1! Problem of Practice ......................................................................................................... 1! Clarifying the Problem .................................................................................................... 3! Purpose of the Study ........................................................................................................ 5! Research Questions ......................................................................................................... 5! Findings ........................................................................................................................... 5! Conclusion ....................................................................................................................... 7! CHAPTER 1. PROBLEM OF PRACTICE AND LITERATURE REVIEW ..................... 8! Theoretical Framework ................................................................................................... 9! Statement of the Problem .............................................................................................. 10! Review of the Literature ................................................................................................ 11! Student Characteristics .............................................................................................. 12! School Factors ........................................................................................................... 15! Systemic Factors .......................................................................................................