Graduation Semester and Year

2021

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Public and Urban Administration

Department

Public Administration

First Advisor

Alejandro Rodriguez

Abstract

The purpose of this study was to examine disproportionate disciplinary rates among Black girls and whether the disproportionality impacts reading achievement in comparison to White girls in Texas urban and suburban public schools, Grades 3–9, in the 2015-2018 academic years. To determine the extent to which inequities were present in the assignment of disciplinary actions for Black girls, the author used data from the Texas Education Agency’s (TEA) Public Education Information Management System (PEIMS). The data included all female students enrolled in Texas public schools who received some form of disciplinary action in the 2015–2018 academic school years. Specifically, the author examined the impact of disciplinary actions for all girls in Texas urban and suburban districts Grades 3–9. This researcher addressed the inequities in disciplinary actions and suggested a framework to assist teachers and administrators in bridging the gap in educational programming and policies. Moreover, research was synthesized on racial and ethnic patterns in school sanctions and how disproportionate disciplinary actions contributed to achievement gaps for Black girls in comparison to White girls. For this research, a quantitative approach was developed using chi-square and logistic regression methods for data analysis. This researcher found the independent variable, race/ethnicity, to be statistically significant when predicting the odds a school will discipline above the average rate within the sample. At every grade level, higher percentages of discipline assignments were received by Black girls than by White girls for all three academic years 2015-2018 throughout Texas urban and suburban school districts. Further results showed disciplinary actions are associated with not meeting reading achievement standards even after controlling for economically disadvantaged status differences between students. This researcher also suggests intersectionality theory to assist teachers and administrators in bridging the gap in education programming and policies.

Keywords

Disproportionate discipline

Disciplines

Public Affairs | Public Affairs, Public Policy and Public Administration | Social and Behavioral Sciences

Comments

Degree granted by The University of Texas at Arlington

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