Disproportionate discipline has been a stubborn and pervasive problem that has affected students of color in American schools for decades. Since Congress passed the Civil Rights Act in 1964, the numbers have barely changed: Students of color, particularly Black boys, are suspended or expelled at a higher rate than their White peers. This study examines the ways that administrators at a large urban school district in the Pacific Northwest attempted to implement a policy priority aimed at reducing or eliminating the gap between suspensions and expulsions for students of color compared to White students. A case study methodology based on semi-structured interviews was used to explore how school and district leaders responded individually and collectively to achieve the policy goal without being given specific guidelines. One purpose of the study was to determine what recommendations the leaders shared as the most important for reducing suspensions and expulsions. The results suggest the racial identity and experiences of the participants affected their perspectives and practices, and those of others involved in the disciplinary process. Qualitative analysis of the interviews also revealed a number of issues contributing to discipline disparities that were not explicitly named or recognized by participants. For two years, the school district sought to reduce exclusionary discipline by setting a quantitative goal, and district data showed disparities decreased slightly. But school and district leaders were left without a comprehensive process for improving disciplinary practices, basing their actions primarily on their own experience and trainings. The study suggests that effective and detailed tools to monitor the progress of policy implementation are needed for meaningful and permanent reduction in disproportionate discipline, including clearly defined ways to promote a broad multicultural awareness that can help overcome the tendency of a school district’s organizational system to primarily promote success for White students.
|Commitee:||Lenssen, John, McKey, Tania|
|School:||Lewis and Clark College|
|School Location:||United States -- Oregon|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Educational administration, Educational leadership, Education Policy, Multicultural Education|
|Keywords:||Discipline, Disproportionate, Equity, Racial|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be