Date of Award
Spring 2026
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Yasha Becton
Abstract
For decades, black students have experienced educational inequalities, particularly when it comes to academic achievement and school discipline. The purpose of this mixed-methods study was to investigate the factors leading to the racial discipline gap among Black male students in middle schools. Black males face more punitive consequences that often result in exclusionary practices than their peers. This problem is due to cultural differences between teachers and students, where teachers’ subjective interpretations of behavior—such as disrespect or defiance—lead to removal from the general education classroom. The theoretical framework that guided this study was Critical Race Theory and Culturally Responsive Teaching. This phenomenological research design collected data through surveys and interviews with middle school administrators. This study implemented a restorative justice intervention in which administrators utilized restorative practices as an alternative to punitive consequences. Data revealed that lack of classroom management and cultural understanding were leading factors of disciplinary referrals. Exclusionary practices such as in-school- suspension (ISS) and out-of-school suspension (OSS) were ineffective in deterring repetitive negative behavior. Findings showed that shifting from exclusionary discipline to restorative intervention is essential to improving disciplinary outcomes for Black male students.
Rights
© 2026, Arianne A. Booker
Recommended Citation
Booker, A. A.(2026). Beyond the Binary: Examining the Impact of A Restorative Justice Intervention on Administrator Perceptions and Disciplinary Disparities for Black Male Students. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8788