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The aim of this quantitative study was to explore the connection between self-perceived cultural proficiency among school leaders and the discipline gap for Black students in high schools in North Texas. The study sought to achieve this by (a) identifying the level of cultural proficiency perceived by school leaders, (b) examining the disciplinary rates of Black students in each participating high school, and (c) exploring how school administrators' beliefs regarding cultural proficiency impacted the disciplinary rates of Black students on their campuses. To assess their implementation of cultural proficiency practices, Hine's cultural proficiency leadership framework was utilized. The study found a significant positive correlation between the total cultural proficiency score and the number of out-of-school suspensions for Black students, while a negative correlation was observed for White students. Additionally, a positive correlation was observed between the total cultural proficiency score and the number of in-school suspensions for Black students, while no statistically significant correlation was found for White students. The participants in the study met three criteria: (a) working at a 5A or 6A UIL-identified campus in North Texas, (b) having at least 9% of the student population identified as Black and African American, and (c) serving as school leaders responsible for assigning exclusionary discipline.

Previous research has indicated that there is a possible relationship between disproportionality in student discipline and high school dropout rate.  Using discipline and dropout data from a mid-Atlantic state school district, discipline disproportionality and dropout rate amongst high school African American, Hispanic, and Caucasian male and females over a period of four school years was examined. The findings indicated that there was indeed discipline disproportionality among African American, Hispanic, and Caucasian students.  However, the evidence indicating a relationship between disproportionality and dropping out was not conclusive.  Based on the findings, implications for educational practice are advanced.  In addition, recommendations for further research are set forth. / Ed. D.

African American students constitute 17% of the student population in the United States of America and 36% of suspensions and 32% of expulsions; European American students comprise 59% of this population and 44% of suspensions and expulsions. This disproportionate rate is termed the discipline gap. The most discussed gap in the current discourse on educational statistics has been the achievement gap with numerous studies examining the need for cultural relevancy and consistent conceptual arguments made which present teachers' stereotypical perceptions of African American students as a causative factor of African American students' lack of engagement in public school classrooms. These studies and arguments provide the foundation for the emerging discussions on the discipline gap. Studies investigating this gap have found that the majority of disciplinary moments experienced by African American students are subjective in nature. The current qualitative case study design examines these Subjective Disciplinary Moments by exploring the disciplinary practices of three middle grades teachers in an urban school. The disciplinary reports submitted by these teachers were examined and follow-up interviews were conducted with the teacher and reported students (see Appendices E and F). Grounded theory methods were employed to analyze collected data and extrapolate themes from observed interactions and each participant's perception of these reported incidents. The following emerged as contributing to the construction of subjective disciplinary moments in these inner-city classrooms: not addressing student and teacher expectations explicitly, perceptions of race, class and culture not considered as a reason for understanding and not acknowledging the emotional life in the classroom. / Urban Education

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The present study consisted of a phenomenological investigation of African American males who have been expelled from traditional educational settings in New Orleans, LA in order to provide educators with information geared towards increasing academic achievement in African American males. It has been noted that one of the reasons that Black males graduation rates are so low is because in addition to other factors that lead to non-completion, black males are more likely to be expelled from school. In this study, I used a Critical Race theoretical framework to explore gain experiential knowledge of these excluded young men, what they perceive as barriers to their success, and their sentiments on the relationships they have had with educators and peers whom they have encountered. Based on the participants’ responses, seven categories emerged from the data including: (a) Race and Racism, (b) Self Perceptions, (c) Family Expectations and Support, (d) Male Role Models and Mentors, (e) The School Environment, (f) School Discipline, and (g) Alternative School. Study participants described the totality of their education experiences by opening up about what they felt were key factors at play. The stories of the participants provided a deeper context of the nuances of racism and how it impacts their day to day educational experiences overall The results of this study provides data that may enable educators to begin steps to dismantle the school to prison pipeline by ensuring at-risk students are supported and successful in school without having to be removed. This information serves as a catalyst for future inquiry into additional nuances that effect the academic achievement of African American male students in K-12 schools.

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