How Do Administrators Create Meaningful Positive Relationships with African American Students to Disrupt Disproportionate Discipline Issues?

Abstract

African American students are disciplined at a higher rate than their white counterparts. There are a number of factors for this. Administrators are usually in charge of doling out consequences. These consequences can often have long-term effects that make African American students more susceptible to the school-to-prison pipeline. This leaves African American students with the perception that they have few allies who can ensure that they will have an enjoyable educational experience. Through the framework of anti-deficit thinking this study addresses how elementary school administrators build meaningful positive relationships with African American students in order to disrupt the disproportionate discipline of African American students. Using narrative methodology, this study revealed three themes to be critical when administrators are trying to build meaningful positive relationships with African American students. The themes, or keys to positive administrator-student relationships, that were revealed in my research were modeling (trusting relationships), being intentional, and self-reflection. These three keys shared a commonality which was trust and care. Trust and care proved to be the bridge that brought each theme together. This study is important because the thoughts and ideas expressed by the participants highlight key ways to make education more equitable and enjoyable for all students, especially if administrators and educators embrace anti-deficit thinking. By creating meaningful positive relationships with African American students, celebrating their strengths, and igniting or restoring their passion for learning, educators can help break the school-to-prison pipeline and create permanent, positive change within the school community.