Degree
Doctor of Philosophy (PhD)
Department
Department of Psychology
Document Type
Dissertation
Abstract
Despite legislation aimed at addressing educational inequity in the United States, disparities in academic and social-emotional outcomes persist, necessitating a renewed focus on social justice in schools. Educators are in a primary position to foster social justice via their attitudes and practices as a means to benefit student outcomes. The connection of one’s mindset to their practices is outlined by Ajzen’s Theory of Planned Behavior (1991) which includes attitudes, perceived behavioral control, subjective norms, and intent. A particularly important educator behavior that disproportionately impacts minoritized students involves managing student behaviors in the classroom. Classroom behavior management can occur through positive, preventative, and social-emotional learning strategies, or through punitive and reactive strategies which are inherently incompatible with social justice principles. The use of punitive techniques has been shown to have adverse effects on students and to be disproportionately applied to minoritized youth. In order to understand how teachers’ social justice mindsets are associated with their engagement in classroom management behaviors, the present study seeks to explore teachers’ social justice mindsets through latent profile analysis. Latent profiles will then be compared to teacher’s self-reports of behavior management techniques in their classrooms. Results from this study will provide valuable insights into educators’ social justice mindsets and their relationship with socially just practices.
Date
5-27-2026
Recommended Citation
Plant, Meagan Z., "Teachers’ Social Justice Mindset and Classroom Discipline Practices" (2026). LSU Doctoral Dissertations. 7107.
https://repository.lsu.edu/gradschool_dissertations/7107
Committee Chair
Clark, Kelly
LSU Acknowledgement
1
LSU Accessibility Acknowledgment
1