Examining culturally relevant restorative practices for improving school-based relationships
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Principal Investigator (PI) / Project Lead: |
KEYES, TASHA SENECA |
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Funding Organization: |
University of Utah Office of the Vice President for Research (VPR) |
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RFP / FOA: |
Faculty Scholarly Grant Program (FSGP) – University Research Committee (URC) |
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Award Number: |
None |
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Project Period: |
3/1/2019 – 3/25/2022, NCE to 9/25/2022 |
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Total Funding: |
$9,576 |
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Project Status: |
Ended |
Project Description:
This purpose of this qualitative study is to gain a better understanding of how the recently implemented culturally relevant restorative justice (RJ) practices and Navajo Peacemaking in San Juan School District impact relationships and sense of belonging for American Indian (AI) high school students. Also, of interest is whether these culturally relevant practices align with trauma-informed literature. The research questions that this study will answer are:
- Do culturally responsive RJ practices improve students’ sense of belonging in school?
- As a result of RJ practices, have students and parents developed new or improved positive relationships with other students, educators, school personnel?
- Do RJ practices in SJSD align with literature about trauma-informed practices for building resiliency?