dc.contributor.author	Jones, Karen
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2019-2022 (inferred)	en_US
dc.date.accessioned	2023-03-07T21:44:55Z
dc.date.available	2023-03-07T21:44:55Z
dc.date.issued	2022-11
dc.identifier.other	0D78B6B2-2B7E-A8B5-459F-A7C8C4093D4E	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6532
dc.description.abstract	I investigated six African American female students’ perceptions of exclusionary discipline and its impact on their education. I examined how their childhood and school years shaped their roles as high school students. This study contributes to the limited academic literature on African American female students, focusing on the intersection of their race and gender obstacles they overcame to find success as high school graduates. It also uses women’s voices in rural South Georgia to tell their own stories. To understand the young women’s main characteristics of receiving exclusionary discipline and affecting their risk of dropping out of high school, I used two theoretical frameworks: Critical Race Theory and Black Feminist Thought. I developed three analytical themes from the data: 1) strained relationships, 2) power of one, and 3) fighting to survive. The findings suggest that African American female students felt targeted and unheard in school. Many participants made choices based on their home and community experiences. The findings also suggest that African American female students adapted their behaviors to survive in a White middle-class school system. The participants illustrated resilience and persistence to graduate. The social, political, and economic challenges African American female students face in their day-to-day lives influenced their school behavior and academic performance. The findings from this study are significant for educators, parents, students, teacher preparation programs, and lawmakers because the exclusionary discipline of African American female students needs to be addressed in an effort to reduce the number of suspensions.	en_US
dc.format.extent	1 electronic document and derivatives, 236 pages. 1085914 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	African American high school students	en_US
dc.subject	African American women	en_US
dc.subject	African Americans--Education	en_US
dc.subject	Critical race theory	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Educational leadership	en_US
dc.subject	Student suspension	en_US
dc.title	The Experiences of African American Female Students as a Result of Exclusionary School Suspensions	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Gunn, Nicole P.
dc.description.committee	Ruttencutter, Gwendolyn S.
dc.description.committee	Jieun, You
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US