An Investigation of the Representation of Black, Hispanic, and White Female Students in Exclusionary Discipline Outcomes at the Middle School Level in a Virginia School Division

dc.contributor.authorFlores, Alvaro Marceloen
dc.contributor.committeechairBrinkmann, Jodie Lynnen
dc.contributor.committeememberJohnstad, Susanen
dc.contributor.committeememberCash, Carol S.en
dc.contributor.committeememberAllen, Jeannetteen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2025-05-10T08:00:36Zen
dc.date.available2025-05-10T08:00:36Zen
dc.date.issued2025-05-09en
dc.description.abstractThis dissertation examines whether exclusionary discipline outcomes for Black, Hispanic, and White female middle school students in a Virginia school division are proportional to their enrollment. The purpose of this quantitative study was to assess potential disparities in out-of-school suspensions, providing a clearer understanding of how disciplinary actions align with enrollment proportions. Grounded in discipline theory and informed by literature on zero- tolerance policies, the school-to-prison pipeline, and systemic inequities, the study employed a causal-comparative design using secondary data from the division's data warehouse. Descriptive statistics summarized enrollment and suspension patterns, while two-proportion Z-tests determined whether statistically significant differences existed among groups. Effect sizes were also calculated to measure the magnitude of disparities. Findings revealed that Black female students were significantly overrepresented in exclusionary discipline outcomes, while Hispanic female students were moderately overrepresented compared to White female students. In contrast, White female students were underrepresented relative to their enrollment. These results indicate there are racial disparities in exclusionary discipline outcomes at the middle school level in this one school division, providing evidence for the need for more equitable disciplinary practices.en
dc.description.abstractgeneralThis study explores whether Black, Hispanic, and White female students in a Virginia middle school division are suspended at rates proportional to their enrollment. Focusing on exclusionary practices in Grades 6 through 8, the research uses school data to identify if some groups are disciplined more than others. Basic summaries and a statistical method called a Z-test were used to determine whether the differences in suspension rates are meaningful or could have occurred by chance. The study also considers how school policies, like zero-tolerance policies, may contribute to unequal treatment and long-term impacts on students. Findings revealed that Black female students were suspended at much higher rates than their enrollment suggests. Hispanic female students were also overrepresented, while White female students were underrepresented. These results indicate there are racial disparities in exclusionary discipline outcomes at the middle school level in this one school division, providing evidence for the need for more equitable disciplinary practices.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:43658en
dc.identifier.urihttps://hdl.handle.net/10919/131415en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectFemale Studentsen
dc.subjectDiscipline Disparityen
dc.subjectExclusionary Suspensionsen
dc.subjectIn-and Out-of- School Suspensionsen
dc.subjectBlack Female studentsen
dc.subjectand Middle Schools.en
dc.titleAn Investigation of the Representation of Black, Hispanic, and White Female Students in Exclusionary Discipline Outcomes at the Middle School Level in a Virginia School Divisionen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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