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Dissertation/Thesis Abstract

Disciplinary disproportionality and the organization of power
by McCamish, Cayce M., Ph.D., The University of North Carolina at Greensboro, 2012, 257; 3549515
Abstract (Summary)

Schools continue to struggle with disproportionate disciplinary outcomes for Black/African American students (Children's Defense Fund, 1975) within a social context that no longer openly discusses or acknowledges the potential impact of race (Bonilla-Silva, 2006). This study is a mixed-methods phenomenology of disciplinary disproportionality at one middle school through the lens of color-blind racism based upon Patricia Hill-Collins's Four Domains of Power (Hill-Collins, 2009). This framework supported the examination of disproportionality as it relates to disciplinary practices and policies, as well as, staff member reports related to cultural beliefs, and interpersonal relationships between students and teachers. Findings revealed lack of awareness, inconsistencies, and denial were factors possibly contributing to disciplinary disproportionality. Cultural beliefs about Black/African American students, their behaviors, and their families were cited by teachers as significant factors associated with disciplinary disproportionality. Data revealed the potential influence of color-blind racism on disciplinary disproportionality through beliefs corresponding to the frames of color-blind racism (Bonilla-Silva, 2006). Beliefs and perceptions across the Four Domains of Power appear to be interconnected and offer valuable insights to further expand inquiries related to disciplinary disproportionality.

Indexing (document details)
Advisor: Shapiro, Svi
Commitee: Hudak, Glen, Reitzug, Ulrich, Villaverde, Leilla
School: The University of North Carolina at Greensboro
Department: School of Education: Educational Leadership and Cultural Foundations
School Location: United States -- North Carolina
Source: DAI-A 74/05(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational sociology, Educational leadership, Education philosophy
Keywords: Disciplinary disproportionality, Discipline, Power, Racism
Publication Number: 3549515
ISBN: 978-1-267-85941-9
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