Why Us? An Exploration of Black High School Administrators' and Students' Perspectives on Discipline Policies

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: The Racial Consequences of Law and Policy: (In)Equitable Student Discipline (Table 3)

Abstract

This paper offers a qualitative study of school discipline polices from the perspective of Black high school administrators and principals. While school districts continue to develop school discipline policies without the voice of Black students, the discipline infraction rate continues to rise. Employing Critical Race Theory, Transformative Leadership, and Social Justice Theory as analytic tools, Black high school administrators and students were interviewed and surveyed to analyze how school discipline policies are interpreted, internalized, and reimagined with students’ voices and centered.

Authors

• Dikea Ahisha Taylor-Santiago, Eastern Michigan University
  Presenting Author

• Rema E. Reynolds Vassar, Wayne State University
  Presenting Author

• Clyde Barnett, Discover Without Barriers LLC
  Non-Presenting Author

• Simone Brown, Eastern Michigan University
  Non-Presenting Author

• Donya Odom, Eastern Michigan University
  Non-Presenting Author

• Mia Rollack, Eastern Michigan University
  Non-Presenting Author