This qualitative study was conducted to examine the pedagogies of high school teachers who have demonstrated success in working with African American male students and to determine which factors influence the way African American male students are disciplined. The rationale behind this research was based on the researcher’s direct observation of the many challenges African American male students encounter while navigating high school. The study was guided by a case study methodology to gather information about the shared experiences of the five teacher participants via interviews. Results showed African American male students experience high success levels when working with teachers who possess a restorative mindset and build relationships with their students. Leaders of high school communities throughout the country can use the participants’ experiences and strategies to decrease the use of exclusionary discipline practices that have created a discipline gap for African American male students. Research recommendations include implementing race-conscious restorative justice and mentoring programs in schools with significant populations of African American male students.
","abstract_html":"<p>This qualitative study was conducted to examine the pedagogies of high school teachers who have demonstrated success in working with African American male students and to determine which factors influence the way African American male students are disciplined. The rationale behind this research was based on the researcher’s direct observation of the many challenges African American male students encounter while navigating high school. The study was guided by a case study methodology to gather information about the shared experiences of the five teacher participants via interviews. Results showed African American male students experience high success levels when working with teachers who possess a restorative mindset and build relationships with their students. Leaders of high school communities throughout the country can use the participants’ experiences and strategies to decrease the use of exclusionary discipline practices that have created a discipline gap for African American male students. Research recommendations include implementing race-conscious restorative justice and mentoring programs in schools with significant populations of African American male students.</p>","abstract_has_math":false,"creators":["Kimbrough, Kimberly"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Harrington Gibson","Elizabeth Minor","Kamau Rashid"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-04-01T07:00:00Z","date_published":"2021-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["African American","Males","Discipline","Pedagogy","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/552","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Harrington Gibson","Elizabeth Minor","Kamau Rashid"]},{"key":"dc:creator","label":"Author","values":["Kimbrough, Kimberly"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-03-10T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American","Males","Discipline","Pedagogy","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/552"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study was conducted to examine the pedagogies of high school teachers who have demonstrated success in working with African American male students and to determine which factors influence the way African American male students are disciplined. The rationale behind this research was based on the researcher’s direct observation of the many challenges African American male students encounter while navigating high school. The study was guided by a case study methodology to gather information about the shared experiences of the five teacher participants via interviews. Results showed African American male students experience high success levels when working with teachers who possess a restorative mindset and build relationships with their students. Leaders of high school communities throughout the country can use the participants’ experiences and strategies to decrease the use of exclusionary discipline practices that have created a discipline gap for African American male students. Research recommendations include implementing race-conscious restorative justice and mentoring programs in schools with significant populations of African American male students.
"]},{"key":"dc:title","label":"Title","values":["How Do Teachers’ Pedagogy Influence the Ways in Which African American Males Are Disciplined? A Case Study Examining Discipline in a High School Setting"]}]}],"canonical_facts":{"dc:contributor":["Harrington Gibson","Elizabeth Minor","Kamau Rashid"],"dc:creator":["Kimbrough, Kimberly"],"dc:date.available":["2021-03-10T08:00:00Z"],"dc:description.abstract":["This qualitative study was conducted to examine the pedagogies of high school teachers who have demonstrated success in working with African American male students and to determine which factors influence the way African American male students are disciplined. The rationale behind this research was based on the researcher’s direct observation of the many challenges African American male students encounter while navigating high school. The study was guided by a case study methodology to gather information about the shared experiences of the five teacher participants via interviews. Results showed African American male students experience high success levels when working with teachers who possess a restorative mindset and build relationships with their students. Leaders of high school communities throughout the country can use the participants’ experiences and strategies to decrease the use of exclusionary discipline practices that have created a discipline gap for African American male students. Research recommendations include implementing race-conscious restorative justice and mentoring programs in schools with significant populations of African American male students.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/552"],"dc:subject":["African American","Males","Discipline","Pedagogy","Educational Leadership"],"dc:title":["How Do Teachers’ Pedagogy Influence the Ways in Which African American Males Are Disciplined? A Case Study Examining Discipline in a High School Setting"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}