Black students in Texas were three times more likely to receive an out-of-school suspension than White students according to reported discipline data (Texas Appleseed, 2016). During that time, Black students accounted for 12% of Texas students while receiving 46% of all out-of-school suspensions (Texas Appleseed, 2016). The purpose of this study was to examine the perceptions and actions of Black educators on how they deter, respond, and translate behaviors of Black students to lower discipline infractions using cultural responsiveness. Seven Black Texas educators participated in an individual semi-structured interview along with a focus-group interview. Data gathered from participants emphasized culturally responsive teaching as a pivotal pedagogical style to decrease discipline infractions among Black students and increase academics, engagement, and positive relationships. Participants gave insight into how subjective discipline metrics further oppress Black students, and how genuine relationships help understand behavior and deter deviant behavior.
","abstract_html":"<p>Black students in Texas were three times more likely to receive an out-of-school suspension than White students according to reported discipline data (Texas Appleseed, 2016). During that time, Black students accounted for 12% of Texas students while receiving 46% of all out-of-school suspensions (Texas Appleseed, 2016). The purpose of this study was to examine the perceptions and actions of Black educators on how they deter, respond, and translate behaviors of Black students to lower discipline infractions using cultural responsiveness. Seven Black Texas educators participated in an individual semi-structured interview along with a focus-group interview. Data gathered from participants emphasized culturally responsive teaching as a pivotal pedagogical style to decrease discipline infractions among Black students and increase academics, engagement, and positive relationships. Participants gave insight into how subjective discipline metrics further oppress Black students, and how genuine relationships help understand behavior and deter deviant behavior.</p>","abstract_has_math":false,"creators":["Small, Jeremy"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. James Standley","Dr. Ali Hachem","Dr. Heather Olson Beal"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-08-06T07:00:00Z","date_published":"2022-08-06T07:00:00Z","updated_at":"2026-07-24T04:30:37Z","subjects":["Discipline","Cultural Responsiveness","Black Students","Black Teachers","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/486","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. James Standley","Dr. Ali Hachem","Dr. Heather Olson Beal"]},{"key":"dc:creator","label":"Author","values":["Small, Jeremy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-08-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Discipline","Cultural Responsiveness","Black Students","Black Teachers","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/486"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Black students in Texas were three times more likely to receive an out-of-school suspension than White students according to reported discipline data (Texas Appleseed, 2016). During that time, Black students accounted for 12% of Texas students while receiving 46% of all out-of-school suspensions (Texas Appleseed, 2016). The purpose of this study was to examine the perceptions and actions of Black educators on how they deter, respond, and translate behaviors of Black students to lower discipline infractions using cultural responsiveness. Seven Black Texas educators participated in an individual semi-structured interview along with a focus-group interview. Data gathered from participants emphasized culturally responsive teaching as a pivotal pedagogical style to decrease discipline infractions among Black students and increase academics, engagement, and positive relationships. Participants gave insight into how subjective discipline metrics further oppress Black students, and how genuine relationships help understand behavior and deter deviant behavior.
"]},{"key":"dc:title","label":"Title","values":["Black Students, Discipline, and Cultural Responsiveness: Texas Black Educators as Cultural Translators"]}]}],"canonical_facts":{"dc:contributor":["Dr. James Standley","Dr. Ali Hachem","Dr. Heather Olson Beal"],"dc:creator":["Small, Jeremy"],"dc:date.available":["2022-08-19T07:00:00Z"],"dc:description.abstract":["Black students in Texas were three times more likely to receive an out-of-school suspension than White students according to reported discipline data (Texas Appleseed, 2016). During that time, Black students accounted for 12% of Texas students while receiving 46% of all out-of-school suspensions (Texas Appleseed, 2016). The purpose of this study was to examine the perceptions and actions of Black educators on how they deter, respond, and translate behaviors of Black students to lower discipline infractions using cultural responsiveness. Seven Black Texas educators participated in an individual semi-structured interview along with a focus-group interview. Data gathered from participants emphasized culturally responsive teaching as a pivotal pedagogical style to decrease discipline infractions among Black students and increase academics, engagement, and positive relationships. Participants gave insight into how subjective discipline metrics further oppress Black students, and how genuine relationships help understand behavior and deter deviant behavior.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/486"],"dc:subject":["Discipline","Cultural Responsiveness","Black Students","Black Teachers","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership"],"dc:title":["Black Students, Discipline, and Cultural Responsiveness: Texas Black Educators as Cultural Translators"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:37Z"}