Date of Conferral
1-3-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Mary Kropiewnicki
Abstract
The problem addressed in this study was that students of color were being suspended with great frequency in elementary schools at the study site. The purpose of this basic qualitative study was to explore perceptions of elementary school leaders regarding the use of suspensions as a disciplinary approach and how culturally responsive school leadership (CRSL) practices influence their decision-making processes with students of color in one southeastern U.S. school district. The conceptual framework used in this qualitative study included Bell’s critical race theory and Khalifa’s CRSL. For this basic qualitative study, semi-structured interviews were conducted with nine elementary school leaders from the district. Thematic analysis of interview data was conducted using inductive, open coding. The resulting four themes indicated that elementary school leaders (a) perceived that their use of suspensions as a disciplinary consequence for students of color follows the required consequence, (b) returned to the use of OSS for students of color because ISS was not perceived to be a serious disciplinary consequence, (c) perceived having limited autonomy in their decision-making process, and (d) used CRSL to model and set expectations for the school diminished over time due to the district’s expectation to address student discipline by adhering to the code of conduct. The results revealed that the district’s school code of conduct affects all stakeholders involved in the educational process, including elementary school leaders’ ability to practice and implement CRSL. The implications for positive social change include the potential to inform elementary school leaders of effective practices for creating a school culture that supports the whole child, including making more proactive decisions related to disciplinary approaches with students of color.
Recommended Citation
Jones, A Whitney, "Elementary School Leaders’ Perceptions of Suspensions as a Disciplinary Approach with Students of Color" (2025). Walden Dissertations and Doctoral Studies. 17147.
https://scholarworks.waldenu.edu/dissertations/17147
