Administrator Decision-Making and its Influence on School
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Authors
Reynolds, Dwight
Issue Date
2025-08-13
Type
Dissertation
Language
en
Keywords
disproportionate discipline , administrator discretion , implicit bias in education , cultural misunderstandings in schools , parental involvement in school discipline , school discipline policy , restorative discipline alternatives , socioeconomic barriers to engagement , bandura’s Social Learning Theory , leadership modeling in disciplinary decisions
Alternative Title
Abstract
The focus of this study is the persistent disproportionality in school discipline affecting Black and Brown students in the United States, in which the impact of student behavior, school policies, and the roles of educators on disciplinary practices is examined. Researchers have revealed how racial and socioeconomic factors, alongside school disciplinary policies, particularly Zero-tolerance approaches, contribute to the overrepresentation of Black and Brown students in disciplinary actions, leading to adverse educational outcomes. Based on these findings, a shift towards more equitable and restorative disciplinary practices that consider the comprehensive social and educational contexts influencing student behavior is becoming increasingly necessary. Utilizing qualitative case study design, this research includes an exploration of the nuanced ways in which student behavior, systemic issues, and school policy intersect to influence disparities in school discipline. Through a homogenous sampling of school administrators in Philadelphia responsible for overseeing and implementing school discipline, they were selected to provide in depth insights into the underlying dynamics at the respective schools, offering insights into environments where school discipline disproportionality is most evident. Thematic analysis is used to code, identify, and clarify themes from the data, allowing a nuanced interpretation of how racial and socioeconomic contexts impact disciplinary outcomes. Synthesizing data from semi-structured interviews and document analysis of current school policy and existing research contributes to the ongoing discussion on educational equity and propose effective strategies to mitigate the disproportionate impact of school discipline on Black and Brown students.