Date of Award
12-11-2025
Degree Type
Dissertation
Degree Name
Doctorate of Education (Ed.D.)
Department
Education
First Advisor
Kisha Jordan
Abstract
The purpose of this qualitative exploratory case study was to examine the perceptions and experiences of high school teachers and administrators, regarding the impact of disciplinary policies on African American males within an urban Middle Tennessee high school. The study focused on systemic, institutional, and cultural factors influencing how educators interpret their roles in either reinforcing or challenging the school-to-prison pipeline. Data was collected through semi-structured interviews, observations, and document review. Findings revealed six major themes: Disproportionate Discipline, Importance of Relationships, Cultural Competency and Bias, Restorative Practices, Resource Gaps, and Need for Policy Reform. These findings demonstrated that disproportionate discipline, implicit bias, and resource inequity continue to shape inequitable student outcomes, while relationship-building, restorative approaches, and equity-based policy reforms offer promising strategies for change. The results aligned with Bourdieu’s Social Reproduction Theory and Bronfenbrenner’s Ecological Systems Theory, illustrate how school structures and policies perpetuate or disrupt systemic inequities. Limitations included selection bias due to voluntary participation, the study’s single-site design, and reliance on participant self-reporting. The findings may inform school leaders and policymakers seeking to implement equitable disciplinary frameworks, on strengthening restorative practices, and enhancing support systems for African American males.
Recommended Citation
Bridges-Davis, LaTonya Shonette, "Teachers' and Administrators' Perspectives on Discipline, Prison Pipeline, and African American males." (2025). Tennessee State University Alumni Theses and Dissertations. 404.
https://digitalscholarship.tnstate.edu/alumni-etd/404