Date of Award
8-6-2022
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Secondary Education and Educational Leadership
First Advisor
Dr. James Standley
Second Advisor
Dr. Ali Hachem
Third Advisor
Dr. Heather Olson Beal
Fourth Advisor
Dr. Kevin Jones
Abstract
Black students in Texas were three times more likely to receive an out-of-school suspension than White students according to reported discipline data (Texas Appleseed, 2016). During that time, Black students accounted for 12% of Texas students while receiving 46% of all out-of-school suspensions (Texas Appleseed, 2016). The purpose of this study was to examine the perceptions and actions of Black educators on how they deter, respond, and translate behaviors of Black students to lower discipline infractions using cultural responsiveness. Seven Black Texas educators participated in an individual semi-structured interview along with a focus-group interview. Data gathered from participants emphasized culturally responsive teaching as a pivotal pedagogical style to decrease discipline infractions among Black students and increase academics, engagement, and positive relationships. Participants gave insight into how subjective discipline metrics further oppress Black students, and how genuine relationships help understand behavior and deter deviant behavior.
Repository Citation
Small, Jeremy, "Black Students, Discipline, and Cultural Responsiveness: Texas Black Educators as Cultural Translators" (2022). Electronic Theses and Dissertations. 486.
https://scholarworks.sfasu.edu/etds/486
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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