{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/127255"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/127255","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"K-12 exclusionary discipline and its influence on Black males, into adulthood","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","abstract_has_math":false,"creators":["Watson, Joshua A."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Pak, Yoon","Hale, Jon","Barnett, Bernice","Ward Hood, Denice"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-04","date_published":"2024-12-04","updated_at":"2026-07-22T22:25:03Z","subjects":["Behavior","School Discipline","Exclusionary","Suspension","Expulsion","Home Life","Trauma","Society","Critical Race Theory","Equity","Black Males","Black Boys"],"languages":["en","eng"],"rights":["Copyright 2024 Joshua A. Watson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/127255","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pak, Yoon","Hale, Jon","Barnett, Bernice","Ward Hood, Denice"]},{"key":"dc:creator","label":"Author","values":["Watson, Joshua A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-12-04","2024-12"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Behavior","School Discipline","Exclusionary","Suspension","Expulsion","Home Life","Trauma","Society","Critical Race Theory","Equity","Black Males","Black Boys"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Joshua A. Watson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/127255"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Joshua Watson, accepted the attached license on 2024-12-02 at 18:57.","The student, Joshua Watson, submitted this Dissertation for approval on 2024-12-02 at 19:09.","This Dissertation was approved for publication on 2024-12-04 at 17:23.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21458 on 2025-03-28 at 14:27:52","Difficulty addressing student behaviors is a controversial area within K-12 education. Cultural and racial differences stand as factors that influence how student behavior is addressed. While racial inequities are present across the face of U.S. education, research suggests that discipline responses tend to be one of the most inequitable areas. This is to say there is “ample evidence that students of color disproportionately experience adverse disciplinary actions in school, such as in and out-of-school suspensions and expulsions” (Gopalan & Nelson, 2019). Of this disproportion, Black males receive more suspensions and exclusionary discipline consequences than other demographic groups (National Center for Education Statistics, 2019). This study seeks to add to the wealth of knowledge on the influences of exclusionary discipline on Black males. Driven by a personal desire to construct meaning of the researcher’s own disciplinary experiences and framed by Critical Race Theory, the study seeks to answer the question: How have exclusionary discipline policies influenced the perceptions, beliefs, or decisions of Black male students, into adulthood? Through qualitative interviews and thematic analysis of the transcripts, this study finds key trends in the areas of Home life Influences, Post High School Trajectories, and Adult Influences of School Incidents. Collectively, these trends showed that exclusionary discipline policies continue to influence Black males into adulthood, however, home life, trauma, and societal/systemic norms greatly factor into these influences. The conclusions drawn hold implications for the U.S. system of education and society as a whole. The study concludes with bold theoretical suggestions that present 7 Principles of Equitable School Discipline and 4 Key Tenets of Responding to Behavior."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["K-12 exclusionary discipline and its influence on Black males, into adulthood"]}]}],"canonical_facts":{"dc:contributor":["Pak, Yoon","Hale, Jon","Barnett, Bernice","Ward Hood, Denice"],"dc:creator":["Watson, Joshua A."],"dc:date":["2024-12-04","2024-12"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Joshua Watson, accepted the attached license on 2024-12-02 at 18:57.","The student, Joshua Watson, submitted this Dissertation for approval on 2024-12-02 at 19:09.","This Dissertation was approved for publication on 2024-12-04 at 17:23.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21458 on 2025-03-28 at 14:27:52","Difficulty addressing student behaviors is a controversial area within K-12 education. Cultural and racial differences stand as factors that influence how student behavior is addressed. While racial inequities are present across the face of U.S. education, research suggests that discipline responses tend to be one of the most inequitable areas. This is to say there is “ample evidence that students of color disproportionately experience adverse disciplinary actions in school, such as in and out-of-school suspensions and expulsions” (Gopalan & Nelson, 2019). Of this disproportion, Black males receive more suspensions and exclusionary discipline consequences than other demographic groups (National Center for Education Statistics, 2019). This study seeks to add to the wealth of knowledge on the influences of exclusionary discipline on Black males. Driven by a personal desire to construct meaning of the researcher’s own disciplinary experiences and framed by Critical Race Theory, the study seeks to answer the question: How have exclusionary discipline policies influenced the perceptions, beliefs, or decisions of Black male students, into adulthood? Through qualitative interviews and thematic analysis of the transcripts, this study finds key trends in the areas of Home life Influences, Post High School Trajectories, and Adult Influences of School Incidents. Collectively, these trends showed that exclusionary discipline policies continue to influence Black males into adulthood, however, home life, trauma, and societal/systemic norms greatly factor into these influences. The conclusions drawn hold implications for the U.S. system of education and society as a whole. The study concludes with bold theoretical suggestions that present 7 Principles of Equitable School Discipline and 4 Key Tenets of Responding to Behavior."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/127255"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Joshua A. Watson"],"dc:subject":["Behavior","School Discipline","Exclusionary","Suspension","Expulsion","Home Life","Trauma","Society","Critical Race Theory","Equity","Black Males","Black Boys"],"dc:title":["K-12 exclusionary discipline and its influence on Black males, into adulthood"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:03Z"}