Title
Disrupting Disparity: A Critical Race Transformative Mixed Methods Examination of School Discipline
Date of Award
2020
Document Type
Dissertation
Degree Name
Ph.D.
Department
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.
Recommended Citation
Samimi, Ceema, "Disrupting Disparity: A Critical Race Transformative Mixed Methods Examination of School Discipline" (2020). Electronic Theses and Dissertations. 1835.
https://digitalcommons.du.edu/etd/1835
Provenance
Received from ProQuest
Rights holder
Ceema Samimi
File size
230 p.
Copyright date
2020
File format
application/pdf
Language
en
Discipline
Educational sociology, Social work, Social research
Included in
Disability and Equity in Education Commons, Educational Sociology Commons, Race and Ethnicity Commons