Date of Conferral

2022

Degree

Ph.D.

School

Psychology

Advisor

Kelly Schueller

Abstract

School administrators are responsible for the safety and physical well-being of the students. Although school disciplinary policies are in place, there is a problem with school administrators' practices and decisions when administering discipline for students' inappropriate behavior. The purpose of this mixed-method study was to explore the disciplinary processes used by school administrators when administering student discipline to determine the relationship between levels of offenses and the gender and race of students. Guided by the theory of justice, this study investigated the relationship between the level of offenses and disciplinary processes that reflect the level of offenses, as described in the school district’s code of conduct, by gender and race. The quantitative method, with a chi-square analysis, was used to examine disaggregated archival data from all high schools in one school district during the school year of 2016-2017. A qualitative phenomenological approach was conducted to explore school administrators' lived experience with administering disciplinary punishment. The results of the data analysis revealed that Black males received more disciplinary actions than females. Also, Black males were disciplined at a higher rate than White males and received harsher punishment than White males. This study may contribute to positive social change as school administrators and district personnel look at their disciplinary action policies and procedures in the future and evaluate how to make modifications that would be fair and equitable for all students.

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