Year of Publication

2021

Degree Name

Doctor of Philosophy (PhD)

Document Type

Doctoral Dissertation

College

Education

Department/School/Program

Education Sciences

First Advisor

Dr. Margaret-Mohr Schroeder

Abstract

This mixed-methods study considered the potential for trauma-informed mathematics education to disrupt the preschool-to-prison (or school-to-prison) pipeline. Phenomenological qualitative interviews were conducted in conjunction with the use of the Attitudes Related to Trauma-Informed Care (ARTIC; Baker et al., 2016) scale to determine teacher perceptions of trauma-informed care practices, their thoughts regarding challenging classroom behaviors and the connection of these behaviors with trauma and the pipeline, and their ideas about how much of an impact teachers can have on students who present with challenging behaviors that might be symptoms of trauma or that might be an indicator of future incarceration. This study found that there is high potential for disrupting the preschool-to-prison pipeline in using trauma-informed practices in mathematics classrooms, but also found that there are limits that teachers perceive for this impact.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2021.076

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