Date of Conferral

2022

Degree

Ph.D.

School

Public Policy and Administration

Advisor

Carolyn Dennis

Abstract

The frequency and severity of discipline under zero tolerance policies are greater for African American female students than in other cohorts. Although zero tolerance policies in schools have been found to increase the likelihood of suspension, expulsion, and entry into the juvenile justice system, there is limited research on their impact from the perspective of African American female students. Using the theory of change and critical race theory to ground this research, the purpose of this qualitative, phenomenological study was to describe the impact that zero tolerance policies have on African American girls. Interviews were conducted with 14 purposively sampled African American females who attended high school in the United States and had experienced expulsion or suspension as a result of the zero tolerance policy. The participants were recruited from a substance abuse treatment organization and the county probation department. The analysis revealed six themes, which were (a) perception that the policy was related to race, (b) perception that punishment was not fair, (c) poor perceptions about themselves and prospects about their futures, (d) impacts of being out-of-school on education, (e) involvement in trouble and the criminal justice system, and (f) recommendations for policies that were fair and did not interfere with education. Overall, the results indicated that the policies negatively impacted participants’ lives and long-term outcomes. The study may lead to positive social change by informing policymakers and school administration of the unintended consequences of zero tolerance policies on African American girls. With this knowledge, they may be able to implement alternative discipline approaches to stop this cycle of harm.

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