Date of Award

2024-12-01

Degree Name

Ed.D.

Department

Educational Leadership and Administration

Advisor(s)

Jesus Cisneros

Abstract

This study investigates the impact of zero-tolerance policies on minority students, emphasizing the school-to-prison pipeline (STPP). Using a qualitative methodology and testimonios, the study reveals how these policies, initially aimed at severe offenses, have disproportionately targeted minor infractions among ethnic minority students, exacerbating systemic inequities. Through a comprehensive literature review and personal narratives, the research highlights the cultural mismatch between strict disciplinary measures and the lived realities of these students, shedding light on the profound consequences these policies have on their educational journey and personal development. The findings underscore the urgent need for policy reform, advocating for restorative justice practices over exclusionary discipline. By amplifying student voices, the study aims to inform policymakers, educators, and stakeholders about the detrimental effects of current policies and the necessity for an equitable and inclusive educational environment. This work contributes to the discourse on educational equity, calling for a policy reform and reevaluation of disciplinary practices to dismantle the STPP and foster a supportive environment conducive to the academic and personal growth of all students. The research ultimately seeks to drive transformative change in the educational system, ensuring fairness and justice for all students, regardless of their background.

Language

en

Provenance

Recieved from ProQuest

File Size

170 p.

File Format

application/pdf

Rights Holder

Marcos Eduardo Peña

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