Document Type
Dissertation
Date of Award
5-2024
School/College
College of Education (COE)
Degree Name
Ed.D., Curriculum and Instruction
Committee Chairperson
Holim Song
Committee Member 1
Jacqueline Smith
Committee Member 2
Reginald Todd
Committee Member 3
J. Kenyatta Cavil
Keywords
Black Girls, Disciplinary Alternative Education Program, In-School Suspension, Out-of-School Suspension, Social and Emotional Learning
Abstract
Historically, Black women have been known as the backbone of education in their communities; however, Black Girls today still face significant barriers to educational achievement. Stereotypes placed on Black Girls at school have led to disproportionate reprimands and disciplinary infractions. The negative perspectives of those in authority create barriers to success for Black Girls in schools. This study sought to identify the effect of social and emotional learning on the impact of discipline rates of African-American middle school girls. A sequential exploratory mixed methods design was used in which the researcher analyzed the effect of social and emotional learning practices on Black Girls' discipline experiences using both quantitative and qualitative analysis sequentially. Qualitative data was engaged first to establish the girls’ voices and opinions of their schools' support for their social and emotional well-being. The second objective was to determine any differences in discipline rates for middle school Black Girls on a campus that employs social and emotional learning practices. Results indicated that the girls feel that their social and emotional needs are being fostered on both campuses, while there are noticeable differences in structure from one campus to the other. On the campus that uses social and emotional learning practices, it was evident that the personnel on the campus are making a concerted effort to support the social and emotional needs of the Black Girls. On the campus that does not utilize social and emotional learning practices, efforts to support the social and emotional needs of the girls are being made independently and not due to specific training or resources from the campus or the district. This shows up in the suspension data, where the girls on this campus are more likely to be subjected to in-school suspension, out-of-school suspension, and DAEP referrals than those at the campus that does use social and emotional learning 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
Morale, Kristi Nicole, "Black Girls Deserve To Be Girls: A Comparison Of School-Based Social And Emotional Practices On The Impact Of Discipline Rates Of African American Middle School Girls" (2024). Dissertations (2016-Present). 97.
https://digitalscholarship.tsu.edu/dissertations/97