Hilary Lustick
Biographic Data
| ID | 2307490 |
|---|---|
| NAME | Hilary Lustick |
| GIVEN NAMES | Hilary |
| FAMILY NAME | Lustick |
| SIGNATURE | LUSTICK H |
| AFFILIATIONS | University of Massachusetts Lowell |
| ORCID | 0000-0001-8292-6197 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Beyond ‘Buy In’: Components of Equitable Restorative Justice Practice
This study explored how restorative co-ordinators in US schools perceive the relationship between restorative justice practices ( RJP s) and equity. While RJP s correlate with reduced suspension rates, disparities persist, partly due to limited staff buy-in. Most existing research is from the perspective of teachers and principals, with little attention to restorative co-ordinators. Interviews with 21 restorative co-ordinators revealed five key c…
Culturally Responsive Restorative Leadership in Education: Necessary Dilemmas for Transforming Schools
Red Light! Green Light! An Analytic Frame & Learning Device for Race Talk
Predominantly White educator groups often struggle to talk about race, even when that is their explicit aim. This study examines conversational patterns in one district’s antiracist book study to explore how individual comments promote or obstruct racial dialogue. We find that contributions that blocked race talk (what we call red lights) dominated discussions, reinforcing norms of race avoidance, while those that opened and encouraged race talk …
Measuring Progress Toward Restorative Culture
Restorative Justice in a No Excuses Charter School
Restorative justice practices are an increasingly popular approach to behavioral management, rooted in relationships rather than the behaviorist approach of many traditional forms of schooling. Research on restorative practice implementation demonstrates that schools rarely have time to consider cultural change, as they rush to reduce suspensions and discipline gaps. Presumably, this mismatch between culture and practice would be even more pronou…
Crystena Parker-Shandal, Restorative justice in the classroom: Liberating students’ voices through relational pedagogy
Schoolwide critical restorative justice
How can restorative justice, an increasingly common alternative to zero tolerance discipline, serve as an opportunity to both close the racial discipline gap and promote more critical awareness of structural inequality? Using Knight and Wadhwa’s (2014) concept of critical restorative justice, I analyzed interviews with youth leaders and staff at one urban charter high school who strove to implement schoolwide restorative justice practices with an…
Our data, ourselves: A framework for using emotion in qualitative analysis
Qualitative training rarely acknowledges the role of emotions in both data collection and analysis. While bracketing emotions is an important part of reflexivity, emotions are both a source of data and a source of ‘work’ (Hochschild, 1983 Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley, CA: University of California Press. [Google Scholar]). Accordingly, mentoring junior qualitative scholars also requires …
Restorative Justice” or Restoring Order? Restorative School Discipline Practices in Urban Public Schools
Suspension rates for students of color are higher than for White students, even in schools that utilize alternatives to suspension like restorative practices. This study draws on data from a year-long multicase ethnography that sought to elucidate why such disproportionality prevails in schools that use restorative practices. This article focuses on one finding: that the individuals hired to be restorative coordinators were consistently young, no…
Going Restorative, Staying Tough: Urban Principals’ Perceptions of Restorative Practices in Collocated Small Schools
Drawing on data from a year-long multi-case ethnography of three secondary urban public schools implementing restorative practices, the current piece examines how principals negotiate restorative practices despite conflicting pressures to maintain order and compel obedience. I frame my inquiry through Sergiovanni’s (2000) concept of “systems” in the “lifeworld,” asking whether principals use restorative practices as systems in service of cultural…
Harassed: Gender, Bodies, and Ethnographic Research
Culturally Responsive Restorative Discipline
Increasingly, district leaders are turning to a community-based alternative to suspension called restorative practices (RP’s). While they correlate with lower suspension rates, Black, Latinx, and Native students continue to be more frequently and harshly disciplined than their White peers (Office of Civil Rights, 2014). The Kirwan Institute (2015) found that Black students comprised 18% of the total United States K-12 public school population, bu…
Making discipline relevant: Toward a theory of culturally responsive positive schoolwide discipline
Implicit in the discourse on school discipline reform is the belief that utilizing positive school discipline practices, as opposed to suspension and classroom removal, will necessarily reduce the racially disproportionate representation of black and brown students in school discipline outcomes. Yet even in schools that utilize positive school discipline approaches, racial disproportionality persists; students of color continue to be disciplined …
Restorative Justice” or Restoring Order? Restorative School Discipline Practices in Urban Public Schools
Suspension rates for students of color are higher than for White students, even in schools that utilize alternatives to suspension like restorative practices. This study draws on data from a year-long multicase ethnography that sought to elucidate why such disproportionality prevails in schools that use restorative practices. This article focuses on one finding: that the individuals hired to be restorative coordinators were consistently young, no…
Making discipline relevant: Toward a theory of culturally responsive positive schoolwide discipline
Implicit in the discourse on school discipline reform is the belief that utilizing positive school discipline practices, as opposed to suspension and classroom removal, will necessarily reduce the racially disproportionate representation of black and brown students in school discipline outcomes. Yet even in schools that utilize positive school discipline approaches, racial disproportionality persists; students of color continue to be disciplined …
Our data, ourselves: A framework for using emotion in qualitative analysis
Qualitative training rarely acknowledges the role of emotions in both data collection and analysis. While bracketing emotions is an important part of reflexivity, emotions are both a source of data and a source of ‘work’ (Hochschild, 1983 Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley, CA: University of California Press. [Google Scholar]). Accordingly, mentoring junior qualitative scholars also requires …
Culturally Responsive Restorative Discipline
Increasingly, district leaders are turning to a community-based alternative to suspension called restorative practices (RP’s). While they correlate with lower suspension rates, Black, Latinx, and Native students continue to be more frequently and harshly disciplined than their White peers (Office of Civil Rights, 2014). The Kirwan Institute (2015) found that Black students comprised 18% of the total United States K-12 public school population, bu…
Restorative Justice in a No Excuses Charter School
Restorative justice practices are an increasingly popular approach to behavioral management, rooted in relationships rather than the behaviorist approach of many traditional forms of schooling. Research on restorative practice implementation demonstrates that schools rarely have time to consider cultural change, as they rush to reduce suspensions and discipline gaps. Presumably, this mismatch between culture and practice would be even more pronou…
Schoolwide critical restorative justice
How can restorative justice, an increasingly common alternative to zero tolerance discipline, serve as an opportunity to both close the racial discipline gap and promote more critical awareness of structural inequality? Using Knight and Wadhwa’s (2014) concept of critical restorative justice, I analyzed interviews with youth leaders and staff at one urban charter high school who strove to implement schoolwide restorative justice practices with an…
Going Restorative, Staying Tough: Urban Principals’ Perceptions of Restorative Practices in Collocated Small Schools
Drawing on data from a year-long multi-case ethnography of three secondary urban public schools implementing restorative practices, the current piece examines how principals negotiate restorative practices despite conflicting pressures to maintain order and compel obedience. I frame my inquiry through Sergiovanni’s (2000) concept of “systems” in the “lifeworld,” asking whether principals use restorative practices as systems in service of cultural…
Making discipline relevant: Toward a theory of culturally responsive positive schoolwide discipline
Implicit in the discourse on school discipline reform is the belief that utilizing positive school discipline practices, as opposed to suspension and classroom removal, will necessarily reduce the racially disproportionate representation of black and brown students in school discipline outcomes. Yet even in schools that utilize positive school discipline approaches, racial disproportionality persists; students of color continue to be disciplined …
Culturally Responsive Restorative Discipline
Increasingly, district leaders are turning to a community-based alternative to suspension called restorative practices (RP’s). While they correlate with lower suspension rates, Black, Latinx, and Native students continue to be more frequently and harshly disciplined than their White peers (Office of Civil Rights, 2014). The Kirwan Institute (2015) found that Black students comprised 18% of the total United States K-12 public school population, bu…
Our data, ourselves: A framework for using emotion in qualitative analysis
Qualitative training rarely acknowledges the role of emotions in both data collection and analysis. While bracketing emotions is an important part of reflexivity, emotions are both a source of data and a source of ‘work’ (Hochschild, 1983 Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley, CA: University of California Press. [Google Scholar]). Accordingly, mentoring junior qualitative scholars also requires …
Restorative Justice” or Restoring Order? Restorative School Discipline Practices in Urban Public Schools
Suspension rates for students of color are higher than for White students, even in schools that utilize alternatives to suspension like restorative practices. This study draws on data from a year-long multicase ethnography that sought to elucidate why such disproportionality prevails in schools that use restorative practices. This article focuses on one finding: that the individuals hired to be restorative coordinators were consistently young, no…
Going Restorative, Staying Tough: Urban Principals’ Perceptions of Restorative Practices in Collocated Small Schools
Drawing on data from a year-long multi-case ethnography of three secondary urban public schools implementing restorative practices, the current piece examines how principals negotiate restorative practices despite conflicting pressures to maintain order and compel obedience. I frame my inquiry through Sergiovanni’s (2000) concept of “systems” in the “lifeworld,” asking whether principals use restorative practices as systems in service of cultural…
Harassed: Gender, Bodies, and Ethnographic Research
Schoolwide critical restorative justice
How can restorative justice, an increasingly common alternative to zero tolerance discipline, serve as an opportunity to both close the racial discipline gap and promote more critical awareness of structural inequality? Using Knight and Wadhwa’s (2014) concept of critical restorative justice, I analyzed interviews with youth leaders and staff at one urban charter high school who strove to implement schoolwide restorative justice practices with an…
Crystena Parker-Shandal, Restorative justice in the classroom: Liberating students’ voices through relational pedagogy
Restorative Justice in a No Excuses Charter School
Restorative justice practices are an increasingly popular approach to behavioral management, rooted in relationships rather than the behaviorist approach of many traditional forms of schooling. Research on restorative practice implementation demonstrates that schools rarely have time to consider cultural change, as they rush to reduce suspensions and discipline gaps. Presumably, this mismatch between culture and practice would be even more pronou…
Culturally Responsive Restorative Leadership in Education: Necessary Dilemmas for Transforming Schools
Red Light! Green Light! An Analytic Frame & Learning Device for Race Talk
Predominantly White educator groups often struggle to talk about race, even when that is their explicit aim. This study examines conversational patterns in one district’s antiracist book study to explore how individual comments promote or obstruct racial dialogue. We find that contributions that blocked race talk (what we call red lights) dominated discussions, reinforcing norms of race avoidance, while those that opened and encouraged race talk …
Measuring Progress Toward Restorative Culture
Beyond ‘Buy In’: Components of Equitable Restorative Justice Practice
This study explored how restorative co-ordinators in US schools perceive the relationship between restorative justice practices ( RJP s) and equity. While RJP s correlate with reduced suspension rates, disparities persist, partly due to limited staff buy-in. Most existing research is from the perspective of teachers and principals, with little attention to restorative co-ordinators. Interviews with 21 restorative co-ordinators revealed five key c…
Sociology (11 works) · Education Discipline and Inequality (8 works) · Psychology (8 works) · Pedagogy (7 works) · Restorative justice (7 works) · Criminology (6 works) · Political science (5 works) · Behavioral and Psychological Studies (4 works) · School Discipline (4 works) · Economic Justice (3 works)