ERIC Number: ED669741
Record Type: Non-Journal
Publication Date: 2021
Pages: 115
Abstractor: As Provided
ISBN: 979-8-4604-1368-3
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Discipline Disproportionality of Black Students with Disabilities: Principals' Perspectives
Wanda L. Van Dyke
ProQuest LLC, Ed.D. Dissertation, University of Arkansas
The purpose of this study is to examine the problem of practice found in discipline disproportionality of Black students with disabilities in an urban school district with a majority Black student and teacher population. Through personal interviews with building level administrators, data was gained to determine common themes that impact discipline disproportionality of Black students with disabilities. A qualitative inquiry approach, in the form of a case study was used to determine principals' perspectives about factors that may impact discipline disproportionality. Student disciplinary records were examined to verify disproportionality and investigate patterns and categories related to students with and without disabilities being issued Office Discipline Referrals (ODRs). Interviews were conducted with building level administrators (principals and assistant principals) and their responses recorded and open coded to determine themes. Insight from this data will assist in determining what disciplinary practices may need to change and if additional and specific and professional development needs to occur for teachers and administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
Descriptors: Elementary Secondary Education, Urban Schools, Principals, Assistant Principals, Discipline Policy, African American Students, Students with Disabilities, Racial Discrimination, Educational Change, Professional Development, Administrator Attitudes, Administrator Responsibility, African American Teachers
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A