Schools should be safe and supportive spaces for all students, yet Black students tend to face biased treatment in the education system, which often results in harsh disciplinary measures. This research examined the role of animalistic dehumanization (i.e., perceiving others as animal-like and uncultured and denying uniquely human characteristics), in predicting choice of harsher disciplinary measures for Black students as opposed to White students. It was hypothesized that individuals who dehumanize Black students to a greater degree would be more likely to believe that Black students need to be disciplined through harsher measures. Additionally, it was hypothesized that the link between dehumanization and choice of disciplinary measure would be mediated by empathy, attribution of mind, and/or perceived threat. Both Study 1 (in which dehumanization was assessed) and 2 (in which dehumanization was experimentally manipulated) failed to provide evidence supporting the role of dehumanization in differential choices of school disciplinary measures for Black vs. White students. However, both studies provided evidence suggesting that dehumanization of and negative attitudes toward Black Americans are still prevalent and related in American society, and that animal learning perceptions and paradigms influence participant perceptions of threat from students and disciplinary decisions. These findings indicate a need for continued investigation of racial stereotypes about students when assessing racial disparities in school discipline.

In the early 1980s, the United States experienced a high school dropout epidemic, leading school systems to adopt reform efforts. College readiness programs (CRPs) became a tool to address educational disparities in secondary and postsecondary education for over three decades. While decreases occurred in the overall high school dropout rate across racial and ethnic groups, they have been minimal. This study addressed a research gap on the lack of student input and perceptions about their experiences in CRP programs. This phenomenological study used in-depth, semi-structured interviews with criterion-selected former high school students from 3 schools within the ABC County School System in the southern United States. The sample of 12 students provided data about their lived experiences as Project GRAD scholars. The theoretical framework for this study was Bronfenbrenner's ecological systems theory (EST) based on human development and systems of the environment. Based on results of the interview questions and emergence of themes, 95% of the students indicated their motivation for attending college was based on family. While the traditional college readiness program had some positive influence on student's secondary and post-secondary plans, such programs were not the primary contributing factor, but rather parental/family support was. Furthermore, personal student accounts of their involvement with the Project GRAD program reflect a positive experience. However, such accounts did not reflect a consistent and active supporting relationship with the organization. This finding is in opposition to reported data by many college readiness programs. Implications for social change will bring awareness and modification to programs with the intent of alleviating educational dropout epidemics.