Date of Conferral
4-30-2025
Date of Award
April 2025
Degree
Doctor of Social Work (DSW)
School
Social Work
Advisor
Brittany Peters
Abstract
Researchers have explored racial disparities in school discipline and revealed consistent gaps in the discipline rate of Black students compared to White students and other students of color. The problem of African American girls being disciplined at higher rates than that faced by girls of all other races/ethnicities was addressed in this essential qualitative study. The aim was to explore the perceptions of African American women regarding their experiences with discipline in school and its impact on their well-being in adulthood. Critical race feminism formed the conceptual framework guiding this study. The research questions focused on the perceptions and experiences of African American women with childhood school discipline to ascertain how it has influenced their current well-being. A basic qualitative design was employed to collect data from 10 African American women who had experienced school discipline at least twice during their K-12 years through audio-recorded interviews. Thematic coding was used to discover emergent themes. The findings revealed the pervasive impact of discriminatory school discipline practices on African American women's well-being and identity development. This study has implications for positive social change by informing interventions that promote resilience, cultural sensitivity, and trauma-informed practices in social work. Additionally, it highlights the need for advocacy efforts to address systemic inequalities in educational institutions and foster inclusive environments that support African American girls' academic and personal growth.
Recommended Citation
Jackson, Shakeyau Brionna, "The Unique Experiences of Black Women in Childhood School Discipline" (2025). Walden Dissertations and Doctoral Studies. 17652.
https://scholarworks.waldenu.edu/dissertations/17652
