Date of Award

6-2-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Educational Leadership

First Advisor

Terrance McNeil, Ph.D.

Abstract

This study examined the impact of the racial composition of teachers on disciplinary practices within a school, specifically focusing on how the lack of demographic representation contributes to disciplinary disparities experienced by students from underrepresented groups. Employing a mixed methods approach, the research integrated qualitative data from focus group with quantitative analysis. Thematic analysis revealed key themes related to (a) perceptions of disciplinary fairness, (b) cultural competence, (c) representation (d) student-teacher relationships, (e) professional development, (f) and community and parental perspectives. Additionally, a chi squared test was conducted to assess if there was a statistically significant difference in the expected frequencies between teacher demographics and the demographics of students receiving referrals. The results indicated a statistically significant difference, suggesting that teacher demographics account for disparities in disciplinary referrals. Focus group participants emphasized the need for increased cultural competence training among staff and highlighted the importance of demographic representation in fostering an equitable school climate. This study concluded with recommendations for improving hiring practices and professional development aimed at enhancing diversity among educators, ultimately contributing to more equitable disciplinary outcomes for all students. The findings underscored the importance of representation in education and its implications for student experiences and school discipline policies.

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