Disrupting Disparity: A Critical Race Transformative Mixed Methods Examination of School Discipline

<p>Racial disparities in school discipline are well-established in the United States’ public-school system. These disparities contribute to a phenomenon known as the school-to-prison pipeline. This phenomenon is a metaphor for the mechanisms that push students, especially students of color, out of school and into the justice system. While research has examined the causes and impacts racial disproportionality in discipline, no studies have focused on schools with no disparities. This study used Critical Race Transformative Mixed Methods to examine school-level quantitative data while employing phenomenological methods to interviews with 12 teachers using critical race theory as a lens. Findings revealed that race is a salient influence on school discipline, even when not reported.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Year dc:date.available

2020

Author dc:creator

• Samimi, Ceema

Contributors dc:contributor

• Debora M. Ortega
• Shannon M. Sliva
• Yolanda Anyon

• Critical race theory
• Education
• Racial disproportionately
• School discipline
• School to prison pipeline
• Schools
• Disability and Equity in Education
• Educational Sociology
• Race and Ethnicity
• Sociology

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/1835

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-2830