A Case Study of Leadership and Disciplinary Practices Used by Secondary School Leaders to Support Equity for Black Male Students

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Haggins, Jazrick
Titel	A Case Study of Leadership and Disciplinary Practices Used by Secondary School Leaders to Support Equity for Black Male Students
Quelle	(2017), (163 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Florida Southern College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-6879-1312-8
Schlagwörter	Hochschulschrift; Dissertation; Males; At Risk Persons; African American Students; Disproportionate Representation; Racial Bias; Ethnic Stereotypes; Social Bias; Educational Environment; Discipline; Leadership Styles; Equal Education; High Schools; Principals; Assistant Principals; Administrator Attitudes; Critical Theory; Race; Interpersonal Relationship; Parent Participation; Correctional Institutions; Institutionalized Persons + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Male; Männliches Geschlecht; Risikogruppe; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; National stereotype; Nationales Stereotyp; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Disziplin; Führungsstil; High school; Oberschule; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Kritische Theorie; Rasse; Abstammung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elternmitwirkung; Jugendstrafvollzug
Abstract	The school-to-prison pipeline has plagued black males for many years. When school leaders apply disciplinary consequences such as in-school and out-of-school suspension, they inadvertently foster the push-out of black males by removing them from the classroom. When black males are removed from the classroom through suspension, the opportunities to excel in social and academic environments significantly decrease. The social construction of race in the context of school discipline supports how black males are stereotyped by the way they dress, their cultural background, and their everyday demeanor (Simson, 2014). Because of this stereotypical societal perception, black males are often generalized as being defiant, disrespectful, and dangerous. It is important for educational leaders to have an awareness of how black males are perceived in school and create opportunities for equitable disciplinary practices towards black male students. The purpose of this study was to explore leadership and disciplinary practices used by secondary school leaders to support equity for black male students. The researcher used qualitative research to conduct three instrumental case studies. Three high schools were used as part of this research: one suburban and two urban. The researcher interviewed and observed three high school principals and high school assistant principals. The exploratory questions that guided this research are listed below: 1. What factors, as perceived by school leaders, play a role in equitable school disciplinary practices for black male students? 2. What data sources do school leaders principals utilize that may influence disciplinary practices towards black male students? 3. What discretionary practices do school leaders use or take into consideration that support equity when handling a disciplinary incident that directly involves black male students? 4. How do school leaders develop and train faculty and staff members to reflect a shared vision to support equity for black male students? This study was designed based upon research done on the Critical Race Theory and the Racial Threat Theory. The racial threat theory suggests that minorities are perceived to present an economic, political, and criminal threat to the dominant social group. The Critical Race Theory suggests that racial stigmatization, stereotyping, and implicit biases are based on a long history of racial prejudice in the United States. Inequity in school discipline for black males has been an ongoing issue for several years. Qualitative research examined how school leaders support black males and maintain equity in leadership and disciplinary practices for black male students. Several components are considered to support equity, and those components range from building positive relationships to promoting parental involvement in education. The researcher offers policy implications on disciplinary practices and recommendations for further research for school leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01