THE DIGNITY FOR ALL STUDENTS ACT: A QUANTITATIVE …

1 THE DIGNITY FOR ALL STUDENTS ACT: A QUANTITATIVE STUDY OF ONE

UPSTATE NEW YORK PUBLIC SCHOOL IMPLEMENTATION

By

Christopher M. Riddell

A doctoral dissertation

Presented to the Graduate Faculty of the Doctor of Law and Policy Program at Northeastern University

In partial fulfillment of the requirements for the degree of Doctor of Law and Policy

Under the supervision of Dr. Monica Savoy

College of Professional Studies

Northeastern University Boston, Massachusetts

June 2018

2 ?Christopher M. Riddell, 2018

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Acknowledgements Many thanks go to my best friend, Dr. Howard Feldman, without his help not only in proofing many papers but moral support the journey, would have been harder. I would also like to thank my committee members, Dr. Monica Savoy and Dr. Matthew Hawes, I learned from each of them. I would be remised if I did not acknowledge Dr. Pawlyshyn's guidance, she is a gem. And to my son Justin who knew just what music to play for me after a long day.

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Abstract This quantitative study uses a survey to determine how public school teachers perceive the efficacy of the intervention of the Dignity For All Student's Act on the climate of civility in the classroom at one specific public middle school located in Upstate New York. The intent is to explore the perceived efficacy of the intervention put into place in 2012 to address cyberharassment and to cultivate civility in the classroom. A total of 47 teachers participated in this study. This study provides background on the prevalence of cyberharassment in schools. The results show that the cyberharassment behaviors of sexting, stalking, bullying, spreading rumors, and sending embarassing pictures have occurred with some frequency over the 2017-2018 school year. Sexting was the most witnessed by teachers (38.3 percent) with 36.2 percent indicating a frequency of once a year. The sending of pictures to embarrass was observed by 23.4 percent of the teachers, 12.8 percent observed the frequency of once a month. The spreading sexual rumors was observed by 34.0 percent of the teachers with a frequency of 27.7 percent stating it occurs once a week. The findings further suggest an inconsistency among teachers in addressing online behavior with their students. Some teachers (38 percent) indicated they discuss appropriate online behavior with their students "as needed," while 29 percent indicate they never do. Additionally, 55.3 percent view the Dignity For All Students Act as having an average effect on cultivating civility as a part of the school's culture. Additionally, 78.7 percent of the respondents believe DASA has had little impact on cyberharassment incidents. Keywords: dignity, cyberharassment, bullying, civility, culture.

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Table of Contents

Acknowledgements......................................................................................................................... 3 Abstract ........................................................................................................................................... 4 Table of Contents ............................................................................................................................ 5 List of Tables .................................................................................................................................. 9 List of Figures ............................................................................................................................... 10 Chapter 1: Introduction and Background...................................................................................... 11 Law and Policy Review ................................................................................................................ 16

Description and Opposition to DASA ...................................................................................... 18 Title IX and Landmark Cases ................................................................................................... 19 Second Circuit Cases and Title IX............................................................................................ 22 Wisniewski v. Board of Education of the Weedsport Central School District ......................... 22 People v. Marquan M................................................................................................................ 23 J.G.S. v. Bellmore-Merrick Central High School District........................................................ 25 Problem Statement ........................................................................................................................ 26 Purpose Statement......................................................................................................................... 26 Research Questions and Hypothesis ............................................................................................. 27 Theoretical Framework ................................................................................................................. 29 Definitions..................................................................................................................................... 32

Cyberharassment ................................................................................................................... 32 Cyberbullying. ...................................................................................................................... 32 Sexting. ................................................................................................................................. 32

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