Leadership Studies Ed.D. Dissertations

African american principals' efficacy for narrowing the exclusionary discipline gap for african american students: a phenomenological study

Date of Award

2022

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Leadership Studies

First Advisor

Kristina LaVenia (Committee Chair)

Second Advisor

Mary Natvig (Other)

Third Advisor

Treva Jeffries (Committee Member)

Fourth Advisor

Paul Johnson (Committee Member)

Fifth Advisor

Starr Keyes (Committee Member)

Sixth Advisor

Chris Willis (Committee Member)

Abstract

Suspension and expulsion (exclusionary discipline) continue to be common forms of punishment in American schools (Hoffman, 2014). Exclusionary discipline often occurs as a result of "zero-tolerance" policies. School districts enacted zero-tolerance policies in the 1990s to address school shootings and fears about a perceived escalation of crime rates. Increased reliance on exclusionary discipline to maintain school safety intensified the racial disparities between Black and White students (Skiba & Rush, 2006). Creswell (2013) describes a phenomenological study as one that “focuses on describing what all participants have in common as they experience a phenomenon” (p.76). The purpose of this phenomenological study is to understand how African American principals perceive their (a) efficacy for narrowing the exclusionary discipline gap for African American students and (b) for facilitating discussions about implicit racial bias. In addition, the study was designed to explore African American principals’ perceptions of the resources available to them as well as which resources they believe they need to narrow the exclusionary discipline gap. As there has been little research on the experiences of African American principals, this study is designed to (a) give the perspectives of “others” in the study of educational leadership, particularly the principalship (Gooden, 2012) and (b) identify supports and resources to enhance African American principals’ efficacy to narrow the exclusionary discipline gap. This study is grounded in Critical Race Theory (CRT); I supplement CRT with the constructs of self-efficacy and triadic reciprocal determinism (Bandura, 1986). There is overwhelming support in the literature for school leaders to engage in creating and sustaining a positive school culture and climate. In the era of increased school accountability, principals must be intentional in acquiring and deploying a skill set that will create and sustain a school culture grounded in equity.

Link to Full Text

Share

COinS