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Graduation Term
Fall 2024
Degree Name
Doctor of Education (EdD)
Department
Department of Educational Administration and Foundations: College Student Personnel Administration
Committee Chair
Dianne Renn
Committee Member
Gavin Weiser
Committee Member
Laura Kalmes
Abstract
This qualitative study explores disaggregated school discipline data using a designed-based approach to determine why disproportionate numbers of discipline referrals may be assigned to Black indigenous students and of color. This Phenomenology study used focus groups to explore discipline outcomes on 4th, 6th, and 7th graders and the current SEL programs and their impact. Working through Mintrop’s cycle of inquiry, allowed the focus groups design to consist of teachers, parents, students, counselor, social worker, resource officer, and administrator who took part in courageous conversations that not only assisted the researcher in gathering anecdotal evidence as to why disparities in the discipline existed but also through the cycle’s work create and implement a framework that is race centered. It also examined how the implementation of some social-emotional learning practices resulted in further racial inequities and oppression which was highlighted through the lens of Whiteness theory, which exposed how many school systems become institutions of Whiteucation. Whiteness theory was utilized as the conceptual framework to analyze the statements made by participants. Skrla et al. (2004) recommend that educators in schools and districts use audits to increase equity within systems. A Social Emotional Learning (SEL) equity audit, transformative abolitionist task force (equity team) of educational stakeholders who took part in three courageous conversations over 12-weeks, they discussed emerging trends to explain why such disproportionate numbers exist. The approach designed to prompt and increase the qualities of these perceptions, disrupt and dismantle disparate discipline practices and build relationships, is a transformative abolitionist social emotional learning (TASEL) framework.
Access Type
Dissertation-ISU Access Only
Recommended Citation
Tucker-White, Deanne, "DEFINING, DISRUPTING, AND DISMANTLING CRIMINALIZING AND DISPARATE DISCIPLINE PRACTICES TOWARD BIPOC STUDENTS: USING A TRANSFORMATIVE ABOLITIONIST FRAMEWORK" (2024). Theses and Dissertations. 2019.
https://ir.library.illinoisstate.edu/etd/2019
