Date of Award

2020

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Graduate School of Social Work

First Advisor

Debora M. Ortega

Second Advisor

Shannon M. Sliva

Third Advisor

Yolanda Anyon

Keywords

Critical race theory, Education, Racial disproportionately, School discipline, School to prison pipeline, Schools

Abstract

Racial disparities in school discipline are well-established in the United States’ public-school system. These disparities contribute to a phenomenon known as the school-to-prison pipeline. This phenomenon is a metaphor for the mechanisms that push students, especially students of color, out of school and into the justice system. While research has examined the causes and impacts racial disproportionality in discipline, no studies have focused on schools with no disparities. This study used Critical Race Transformative Mixed Methods to examine school-level quantitative data while employing phenomenological methods to interviews with 12 teachers using critical race theory as a lens. Findings revealed that race is a salient influence on school discipline, even when not reported.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Ceema Samimi

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

230 p.

Discipline

Educational sociology, Social work, Social research

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