Still in the Principal’s Office: Reporting Black Women Teachers’ Reactions to Southern K–12 Administrative Discipline

• In Event: BIPOC Women in Educational Leadership

Abstract

This phenomenological study examines five Black women teachers’ experiences with school discipline from their administration in Southern public K-12 schools. We interdisciplinarily investigate the actions taken by Black women teachers and the outcomes received by Black women teachers in response to school discipline and teacher mistreatment. Data collection included semi-structured interviews. Using deductive coding and thematic analysis, findings spanned four themes: (1) self-protection, (2) reliance upon familial support, (3) filing grievances, and (4) no follow-up from Human Resources. Implications span for Black teachers in K-12 education, human resources, pre-service teacher programs, and professional development for in-service teachers. Such empowerment of Black women teachers is necessary if districts want to mitigate the problem of Black teacher recruitment and retention.

Authors

• Shameeka M. Wilson, Stanford University

• Ashleigh Plummer, University of Michigan