Date of Award


Degree Type


Degree Name

Doctor of Education


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


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.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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