Date of Award
2-24-2021
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Leadership
Capstone Instructor
Brian Boothe Ed.D.
Second Reader
Theresa Starkman
Keywords
Discipline, Exclusionary Discipline, Disproportionality, Racial Disproportionality, School-to-Prison-Pipeline
Abstract
Racial disproportionality in discipline has been present, documented and researched for several decades. A growing body of evidence indicates that students of color, most specifically African American males, receive the highest rate and most severe forms of exclusionary discipline (suspension and expulsion). Certain contributing factors found responsible for the increasing rates in disproportionality, such as implicit bias and the implementation of a zero-tolerance policy, have been linked to the Nation’s deeply rooted history of racism. Therefore causing the academic achievement gap between African American and white students to also continue to widen. Evidence further indicates a correlation between exclusionary discipline and negative outcomes in academics and social emotional growth. Exclusionary discipline practices have also been found to increase the likelihood of students of color being introduced to the criminal justice system, therefore perpetuating the school-to-prison-pipeline. Methods such as culturally responsive teaching, restorative justice and positive behavior interventions and support have been found to slightly alleviate how contributing factors influence disproportionality in discipline. While these methods individually have not been able to provide a promising avenue towards ending disproportionality in school discipline; there is speculation, based on research, that a multi-layered approach of methods may bring about success in achieving equity in school discipline.