Discipline in Focus: Exploring how Teachers’ and Administrators' Lived Experiences in Predominantly Black Schools Influence Their Approaches to Disciplinary Practices for Students of Color with Disabilities

Author

Lillian RandallFollow

Year of Award

2024

Degree

Doctor of Education (EdD)

College

College of Education & Allied Health

Degree Program

Collaborative High Impact Instruction

Department

Education and Special Education

First Advisor

Jamie Doronkin

Second Advisor

Gale Rice

Third Advisor

Daffney Felton

Keywords

Exclusionary discipline practices, Disproportionate discipline, Students of color with disabilities, Social justice in education, Equity in disciplinary practices, Lived experiences of educators, Special education discipline, Systemic biases in education, Self-contained classrooms, Predominantly Black schools

Abstract

The disproportionately high rates of exclusionary discipline practices, such as suspensions and expulsions, among students of color, particularly those with disabilities, represent a significant and persistent concern. These patterns disrupt the educational trajectories of these students, while also provoking critical discussions on social justice and equity within educational settings. Central to this issue are the decisions made by educators, which play a pivotal role in shaping disciplinary outcomes. This dissertation focused on the lived experiences of special education teachers and administrators in predominantly Black schools and how these experiences influence their disciplinary decisions regarding students of color with disabilities. Drawing on the work of scholars such as Skiba et al. (2014) and Brockenbrough (2015), this study examined how educators' lived experiences inform their disciplinary perspectives and approaches, particularly in self-contained classrooms. Study findings suggest that students of color with disabilities may still face disproportionately high rates of exclusionary discipline, even in schools with predominantly Black student and educator populations. This trend highlights the complexity of systemic and contextual factors that influence disciplinary practices and underscores the need for further exploration of these dynamics. By investigating the lived experiences of special education teachers and administrators, this study aimed to provide insights into how their professional perspectives, training, and decision-making processes shape disciplinary approaches. Ultimately, this research sought to inform the development of more equitable and effective disciplinary practices and policies. This work is dedicated to advancing justice and equity in education, challenging systemic biases, and contributing to the transformation of disciplinary practices that perpetuate inequality within the educational system.

Document Type

Open Access Dissertation

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Randall, Lillian, "Discipline in Focus: Exploring how Teachers’ and Administrators' Lived Experiences in Predominantly Black Schools Influence Their Approaches to Disciplinary Practices for Students of Color with Disabilities" (2024). All Theses, Dissertations, and Capstone Projects. 676.
https://griffinshare.fontbonne.edu/all-etds/676