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Guilty as Charged? Principals' Perspectives on Disciplinary Practices and the Racial Discipline Gap

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Title: Guilty as Charged? Principals' Perspectives on Disciplinary Practices and the Racial Discipline Gap
Language: English
Authors: DeMatthews, David E., Carey, Roderick L., Olivarez, Arturo, Moussavi Saeedi, Kevin
Source: Educational Administration Quarterly. Oct 2017 53(4):519-555.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 37
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Principals, Administrator Attitudes, Discipline, Disproportionate Representation, Race, Educational Environment, Critical Theory, Social Justice, Leadership, Interviews, Focus Groups, Secondary Schools, Racial Bias, Discipline Policy, Punishment, Surveys
Geographic Terms: Texas
DOI: 10.1177/0013161X17714844
ISSN: 0013-161X
Abstract: Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their behavior. Conclusion: These findings suggest that principal preparation programs must support students in identifying and exploring the systematic racism operating broadly in their districts and locally in their schools.
Abstractor: As Provided
Number of References: 85
Entry Date: 2017
Accession Number: EJ1152860
Database: ERIC
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  Data: Guilty as Charged? Principals' Perspectives on Disciplinary Practices and the Racial Discipline Gap
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  Data: <searchLink fieldCode="AR" term="%22DeMatthews%2C+David+E%2E%22">DeMatthews, David E.</searchLink><br /><searchLink fieldCode="AR" term="%22Carey%2C+Roderick+L%2E%22">Carey, Roderick L.</searchLink><br /><searchLink fieldCode="AR" term="%22Olivarez%2C+Arturo%22">Olivarez, Arturo</searchLink><br /><searchLink fieldCode="AR" term="%22Moussavi+Saeedi%2C+Kevin%22">Moussavi Saeedi, Kevin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Administration+Quarterly%22"><i>Educational Administration Quarterly</i></searchLink>. Oct 2017 53(4):519-555.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 37
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: 10.1177/0013161X17714844
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  Data: 0013-161X
– Name: Abstract
  Label: Abstract
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  Data: Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their behavior. Conclusion: These findings suggest that principal preparation programs must support students in identifying and exploring the systematic racism operating broadly in their districts and locally in their schools.
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  Data: 2017
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  Label: Accession Number
  Group: ID
  Data: EJ1152860
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1152860
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        Value: 10.1177/0013161X17714844
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    Subjects:
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Discipline
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      – SubjectFull: Secondary Schools
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      – SubjectFull: Racial Bias
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      – SubjectFull: Discipline Policy
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      – SubjectFull: Punishment
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      – SubjectFull: Surveys
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      – SubjectFull: Texas
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      – TitleFull: Guilty as Charged? Principals' Perspectives on Disciplinary Practices and the Racial Discipline Gap
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