Date of Award

2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Shaireen Rasheed, Ph.D.

Second Advisor

Erica Taylor, Ed.D.

Third Advisor

Maria Vineyard, Ed.D.

Abstract

Existing research consistently indicates that Black girls are assigned disproportionately exclusionary disciplinary consequences such as, suspension and expulsion rates, surpassing their White counterparts and Black boys. According to the Report to Congressional Requesters, (United States Governmental Accountability Office, 2018), exclusionary discipline is any type of removal from a student’s normal educational setting. This quantitative correlational study examined the relationship between the racial demographics within a school's student and personnel populations and occurrences of suspensions faced by Black female students in grades 9 through 12. Archival data were used from the New York State Education Department (NYSED) website. NYSED data are publicly available and provides information regarding the New York State Board of Regents, New York State education certifications, learning standards and instruction, data and reporting, and school business. The sample was comprised of 80 high schools from Long Island, NY with solely grades 9-12. The study used descriptive statistics and multiple linear regression models for data analysis. The descriptive statistics showed Black girls were assigned disproportionate in-school and out-of-school suspensions. This study sought to understand the relationship between the racial demographics of a school and the suspension rates of Black girls in grades 9 – 12. The overall model of the first dependent variable of out-of-school suspensions Black/African American and the second dependent variable in-school suspensions Black/African American was statistically significant. Student race of Black/African American was a significant predictor of out-of-school and in-school suspensions for Black girls. Additionally, the study sought understand the relationship between the racial demographics of the school personnel and the suspension rates of Black girls in grades 9-12. The overall model for the dependent variables, out-of-school suspensions Black/African American and in-school suspensions, was not statistically significant. The study’s findings indicated how race plays a major role of suspensions for Black girls on Long Island. The implications of the study show that school suspensions are related to long term negative consequences for Black girls on Long Island. Keywords: Black girls, school personnel, exclusionary discipline, school suspension, in-school suspension, out-of-school suspension

Download

Share

COinS