Date of Conferral
2022
Degree
Ph.D.
School
Social Work
Advisor
Juanita White
Abstract
School administrators enforce various forms of school discipline, including office referrals, suspensions, and expulsions, as strategies to maintain safe learning environments for students and staff. Over four decades of research indicate Black male students experience more consequences and receive tougher school discipline than their peers of other races. School discipline potentially causes adverse outcomes for students. Schools employ social workers to support behavior and academic needs of students. The purpose of this phenomenological study was to explore lived experiences of school social workers in their role in school discipline of Black male students. The theoretical framework used for this study was role theory. Using semi-structured interviews, data was collected from five full-time school social workers employed in public schools addressed the research question about the lived experiences of school social workers’ role in school discipline of Black male students. The six-phase thematic analysis process based upon Braun and Clark’s approach was used to analyze data. Key themes produced from data analysis were special education duties, being an advocate, disparities in school discipline between Black male students and students receiving special education, buy-in to alternative approaches, administrators, and pandemic. Recommendations include professional development and education for school personnel about the role of social workers in school settings. School social work practice may benefit from the results of this study by encouraging social workers to be a part of the school discipline process potentially decreasing the rate of school disciplines among Black male students.
Recommended Citation
Cooper, Teresa L., "Social Workers’ Role in School Discipline of Black Male Students" (2022). Walden Dissertations and Doctoral Studies. 13278.
https://scholarworks.waldenu.edu/dissertations/13278
