Guilty as Charged? Principals’ Perspectives on Disciplinary Practices and the Racial Discipline Gap

Abstract

Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their behavior. Conclusion: These findings suggest that principal preparation programs must support students in identifying and exploring the systematic racism operating broadly in their districts and locally in their schools.

The Effect of Administrators' Disciplinary Practices on the Educational Trajectory of African American Students

“…Administrators are viewed as being partly responsible for the racial discipline gap in education. School administrators are charged with maintaining a safe learning environment that meets the needs of all students; however, the policies and practices are historically based on social norms that place African American students at risk for school failure and unfair exclusionary discipline practices (DeMatthews et al, 2017). Race has been found to be a key factor in student disciplinary decisions made by school administrators.…”

“…Race has been found to be a key factor in student disciplinary decisions made by school administrators. School administrators are important participants in establishing and altering the trajectory of students' futures (DeMatthews et al, 2017). There are many studies on the role of teachers in decision making as it relates to students, but there are fewer studies about how administrators enact discipline in their schools and the impact on students of color (Findlay, 2012;Mertz & McNeely, 1998).…”

“…CRT exposes racist ideologies that are evident in school practices. CRT can be used to conceptualize school administrators as participants that are in a bureaucratic system where stakeholders have prejudiced ideas and rarely question power relations or the institutional system (DeMatthews et al, 2017). CRT can contribute to understanding how administrators make discipline decisions with a focus on a student's race.…”

“…School administrators are at the center of maintaining discipline gaps because they make decisions that determine whether a student is suspended, expelled, or assigned to an alternative school placement (DeMatthews et al, 2017). Principals influence school culture and serve as the liaisons between districts, teachers, and students (Honig, 2004).…”

“…Instead of closing the gap between racial groups, practices of school administrators have been responsible for maintaining the status quo (DeMatthews et al, 2017). Principals depend on their personal beliefs when disciplining students, which beliefs are based on their understanding of race and how it relates to their views of student misconduct.…”