Year

2026

Season

Summer

Paper Type

Doctoral Dissertation

College

College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Leadership, Organization and Community Impact

Committee Chairperson

Dr. Paul Parkison

Second Advisor

Dr. Dilek Kayaalp

Third Advisor

Dr. Elizabeth Gregg

Fourth Advisor

Dr. Rakesh Maurya

Fifth Advisor

Dr. Tyrenia Cross

Department Chair

Dr. Kristi Sweeney

College Dean

Dr. Daniel Dinsmore

Abstract

Black males continue to experience exclusionary discipline at disproportionately high rates in American schools, often resulting in academic disruption and long-term educational and social consequences. While existing research had extensively documented disciplinary disparities, less attention had been given to how Black males interpret and make meaning of these experiences over time. This hermeneutic phenomenological study explored the lived experiences of Black adult males who experienced exclusionary discipline during their secondary school years and examined how they now make sense of those experiences in adulthood. Grounded in Critical Race Theory and Social Cognitive Theory, the study focused on participants’ perceptions of discipline, fairness, identity, belonging, and academic self-concept.

Six Black adult males between the ages of 18 and 25 participated in semi-structured interviews informed by Seidman’s phenomenological interviewing approach. Data was analyzed through iterative reflection, analytic memoing, and thematic interpretation guided by van Manen’s hermeneutic phenomenology. Findings revealed that participants’ experiences with exclusionary discipline were closely tied to issues of voice, labeling, belonging, identity, and meaning-making. Participants reflected on tensions between personal accountability and institutional responsibility, while also emphasizing the importance of respectful relationships, consistency, and opportunities to be heard during disciplinary encounters.

The findings suggest that exclusionary discipline practices shape not only educational experiences, but also how students understand themselves within schooling spaces. This study contributes to the growing body of literature centering student voice and offers implications for

educators, school leaders, and policymakers, seeking more humanizing and restorative approaches to school discipline.

Download

Share

COinS
 

Accessibility Statement

This item was created or digitized before April 24, 2027, or is a reproduction of legacy material created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the Library provides accessible versions of archival materials by request. If you are experiencing difficulty accessing the information on the site due to a disability, please submit a request through the following form for assistance.