"Behind Closed Doors": Identity and Influence in State-Level Legislative Decision-Making on School Discipline

Abstract

This thesis critically examines state-level legislative decision-making in Virginia, New York, and Texas, with a particular focus on school discipline reform. Specifically, it explores the extent to which the race and gender of state legislators correlate with policy decisions concerning disciplinary practices in public education. Through a rigorous analysis of legislative actions and policy outcomes, this study interrogates the role of "diversity, equity, and inclusion" as a mechanism for addressing systemic inequities within a multicultural society. Through an observational study of three states, this thesis reveals how legislative priorities shape school discipline policies, thereby highlighting the importance of cultivating a diverse and representative state legislature. It argues that increased legislative diversity can serve as a critical tool in dismantling the School-to-Prison Pipeline and mitigating systemic disparities within public education.