Publication Date

Spring 2024

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Luis Poza; Johnny Ramirez; Ivan Alcaraz

Abstract

Discipline practices wield significant influence over the social dynamics within educational settings and profoundly impact students’ ability to attain academic and social gains crucial for their success. The racialization of school discipline has been linked to negative effects on student’s academic trajectories and life outcomes. Consequently, school administrators can play a crucial role in effecting cultural change within their organizations to support disciplinary practices that uphold students’ educational dignity. This study looked at the strategies employed by secondary level administrators to shift their school cultures aimed at addressing disproportionate disciplinary practices. Using a mixed methods approach, this study draws upon surveys and interviews conducted with local school leaders, coupled with quantitative analysis of publicly available discipline data, to examine their approaches to school discipline and in negotiating data and policy implementation. The findings reveal a spectrum of responses among administrators. Some express inadequacies in their preparedness attributed to deficiencies in their leadership programs, particularly regarding disciplinary matters and resistance encountered in promoting restorative practices. Conversely, others articulate a commitment to combating institutional racism, challenging the prevailing status quo, and actively embracing disciplinary approaches aligned with restorative principles.

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