Date of Conferral

10-26-2025

Degree

Ph.D.

School

Public Policy and Administration

Advisor

Gregory Campbell

Abstract

While national and state-level literature has documented racial inequities in school discipline, limited research has focused on how these policies are specifically implemented and perceived within the Charlotte Metropolitan Statistical Region School. The purpose of this basic qualitative study was to examine factors related to higher rate of expulsions and school suspensions of Black high school students in the CMSR Schools in comparison to their peers through the lens of the critical race theory. This research was used to engage teachers and administrators on current school suspension and expulsion policies while encouraging modifications to those policies that warranted equity and fairness for all students. Data were collected through structured interviews with 10 high school teachers and three high school administrators in the selected schools. related to the school’s suspension and expulsion policies. The results of the study were that while there are formal discipline policies in place across high schools in the CMSR, their implementation was highly inconsistent. The literature used supported the findings of this study. Social change implications included the need for culturally responsive professional development, as well as education policy makers to establish clear accountability mechanisms and mandate equity training. Overall, the findings highlight a gap between policy intention and practice, underscoring the need for equity-centered discipline approaches, clear communication, and greater support for educators working in diverse school settings.

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