Date of Award

2024-12-01

Degree Name

Master of Education

Department

Education

Advisor(s)

Cynthia C. Terán López

Second Advisor

Char Ullman

Abstract

This thesis explores exclusionary disciplinary practices in preschool settings, where children from marginalized groups, particularly racial minorities and those with disabilities, face a higher risk of suspension and expulsion. This thesis provides a qualitative overview and interpretation of existing literature, pointing trends and gaps in research and highlighting four main themes: (1) Navigating the layers of exclusionary practices: From policy to practice; (2) Exclusionary practices: An adult decision with complex consequences; (3) Exclusive education: Who is left out and why in early childhood settings; and (4) Resistance as a tool for inclusion. Through a Disability Critical Race Theory framework, this narrative literature review and analysis examines how the intersection of ableism and racism drives these disparities, often due to implicit biases that lead to misinterpretations of behavior. While research has addressed these risks separately, few studies consider how multiple marginalized identities, such as being both Black and disabled, compound the likelihood of exclusion. Findings highlight the need for inclusive policies that account for intersecting identities and aim to inform stakeholders about creating equitable early education environments.

Language

en

Provenance

Recieved from ProQuest

File Size

53 p.

File Format

application/pdf

Rights Holder

Megan Pheterson

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