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    #BlackGirlsMatter: African American Girls’ Experiences with School Discipline Practices and Their Academic Identity in Middle School

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    Genre
    Thesis/Dissertation
    Date
    2020
    Author
    Sainvil , Diana cc
    Advisor
    Cordes, Sarah A.
    Committee member
    Hall, John
    Fergus, Edward, 1974-
    Department
    Educational Leadership
    Subject
    Educational Leadership
    Academic Identity
    African American Girls
    School Discipline
    School Suspensions
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/343
    
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    DOI
    http://dx.doi.org/10.34944/dspace/327
    Abstract
    This qualitative study explored the relationship between ten African American girls’ experiences with discipline practices and their academic identity in middle school. In the U.S., Black girls continue to suffer from inequitable treatment in school discipline resulting in disparate academic outcomes and have higher suspension rates than all other students including boys. This study attempted to answer the central question: what is the relationship between students’ experiences with school discipline practices and their academic identity? Ten African American girls associated with a middle school in New York fit the following criteria: (1) students in grades 6-8; a female student (2) self-identified as being African American (3) have received an out of school suspension in the previous school year. A one-on-one interview was conducted with the girls individually. The five major themes were related to: (a) good vs. bad student, (b) strict rules, (c) negative and positive teacher-student relationships, (d) different treatment by black and white teachers, and (e) role of peers. The conclusions derived from the study were: (1) African American girls educational experiences are influenced by teachers’ and administrators’ lack of cultural knowledge and understanding; thus, teachers and administrators can reflect how their biases manifest themselves in disciplinary actions, educational outcomes and student participation (2) teachers and administrators can work together to develop different ways to support African Americans to feel welcome and safe in school. (3) Teachers and administrators need to review and revise the current school discipline policies that are too harsh. Addressing these issues will help support African American girls to be successful in middle school.
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