Examining Black students’ perceptions and perspectives of conduct violation outcomes at a predominantly White institution in the Midwest

The primary objective of this study was to investigate the perceptions and viewpoints of conduct violation outcomes among Black college students attending a Predominantly White Institution (PWI) situated in the Midwest region of the United States. To accomplish this, the study employed a theoretical framework rooted in Critical Race Theory (CRT) to delve into the key components of how Black college students perceive the student conduct process. Qualitative research methods, including interviews, were employed to uncover emerging themes related to Black students' perspectives on student conduct at their Midwest higher education institution. The overarching question that guided this study can be summarized as follows: What do Black students think and feel about the outcomes resulting from violations of student conduct? Findings encompass the Black students' encounters with the university's charges, the equitable application of the Student Code of Conduct, the influence of sanctions and racial background on outcomes, the role of race in the determination process, their overall perceptions, and the potential application of restorative justice principles.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2023

Author dc:creator

• Robertson, Prince F

Contributors dc:contributor

• Pak, Yoon
• Hood, Denice W
• Huang, Wenhao D
• Moon, Theopolis

• Black Students
• College
• Critical Race Theory
• Crt
• Higher Education
• Pwi
• Student Affairs
• Student Conduct

Statement dc:rights

• Copyright 2023 Prince Robertson

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/122046

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F122046