Document Type
Dissertation
Date of Award
8-2022
School/College
Barbara Jordan-Mickey Leland School of Public Affairs (SOPA)
Degree Name
Ph.D. in Administration of Justice
Committee Chairperson
Jasmine Drake
Committee Co-Chairperson
David Baker
Committee Member 1
Danita Bailey-Samples
Committee Member 2
Howard Henderson
Keywords
disciplinary alternative education program, exclusionary discipline, zero tolerance
Abstract
National data illustrates that the use of exclusionary discipline practices has resulted in disproportionality and overrepresentation in school discipline. Additionally, research also illustrates that African Americans have been overrepresented in exclusionary discipline at higher rates than their White counterparts. The purpose of this study was to determine if there was a statistically significant difference in the percent of exclusionary discipline practices between African American students and White students based upon school district setting within Texas. The researcher analyzed archival data from 673 students in grades 3-12 enrolled in a Texas public school. The statistical tests used in the analysis of the research questions included Chi-Square and multinomial logistic regression analysis. The findings indicated that there was no significant relationship between student race and exclusionary disciplinary practices. Based on the results, a significant relationship was found to exist between student gender and exclusionary discipline practices. After controlling for gender, the findings revealed that there was no significant relationship between race and occurrences of exclusionary discipline practices of the school district in the study. However, in hypothesis three-part b controlling for race, there was a significant relationship between gender and occurrences of exclusionary discipline practices.
Copyright
Copyright © for this work is retained by the author. Any documents and information presented are protected by copyright under US Copyright laws and are the property of the author. All Rights Reserved. For permission to use this content please contact the author or the Graduate School at Texas Southern University (graduate.school@tsu.edu).
Recommended Citation
Simmons, Demeka Demeka, "An Examination of Public-School Discipline Policies and Implications for African American Students within a Texas School District" (2022). Dissertations (2016-Present). 1.
https://digitalscholarship.tsu.edu/dissertations/1