Document Type
Article
Publication Date
11-2025
Publisher
American Psychological Association
Source Publication
Journal of Educational Psychology
Source ISSN
0022-0663
Original Item ID
DOI: 10.1037/edu0000968
Abstract
Restorative practices (RPs) are a growing approach to mitigate racial/ethnic disparities in school disciplinary systems. This qualitative study explores the lived experiences of Black and/or Latine students, examining how they perceive and interpret disciplinary approaches in their schools. Using focus groups across seven high schools (N = 93 participants), we explored how students made meaning of the potential of RP. Overall, participants expressed nuanced opinions regarding the purposes and effectiveness of both punitive and restorative approaches. Specifically, participants demonstrated mixed thinking about punitive and restorative responses, connected the efficacy of responses to context, and stressed the importance of incorporating youth voice into all disciplinary responses. In general, students conveyed that RP has the potential to address racial/ethnic disparities in schools, but there were many challenges to fulfilling this potential. Overall, the focus on meaning making demonstrated nuance and complexity in youths’ thinking, emphasizing the need for school disciplinary practices to prioritize and value students’ voices.
Recommended Citation
Velez, Gabriel M. and Kasper, Amelia, "Black and Latine Youth Thinking About Punitive and Restorative Approaches in Relation to Race/Ethnicity" (2025). College of Education Faculty Research and Publications. 658.
https://epublications.marquette.edu/edu_fac/658
Comments
Accepted version. Journal of Educational Psychology, Vol. 117, No. 8 (November 2025): 1269-1284. DOI. © 2025 American Psychological Association. Used with permission.