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Pelz - Dissertation.pdf (1.27 MB)

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Gender Disparities in Exclusionary Discipline in Grades 6-8: Study of Behavioral Expectations and Discipline Decisions for Students In Relation to Gender of Administrators

Pelz, Michelle J
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1531947008013324

Abstract Details

2018, Doctor of Education (Ed.D.), University of Findlay, Education.
Gender disparities in discipline data are prevalent in school districts across the nation. While boys and girls each represented about half of the national student population in America, based on data collected from The Transformed Civil Rights Data Collection (CRDC), male students represented 66% of the single out-of-school suspensions and 69% for multiple out-of-school suspensions (Russlyn & Duncan, 2012). Gender Schema Theory was introduced by Sandra Lipsitz Bem (1993) as a cognitive theory to explain how individuals become gendered in society, and how sex-linked characteristics are maintained and transmitted to other members within their culture. A mixed methods research approach was designed to analyze the relationship between the gender of school administrators and the instances and duration of male students receiving out-of-school suspensions. The study further examined the extent that the schema through which an administrator identifies gender typical behaviors for 6th-8th grade male and female students influenced their punitive decisions in his or her school environment. The quantitative findings showed no significant relationship between the percentage of out-of-school suspension incidents given or for the durations assigned to male students in 6th, 7th, or 8th grade and the gender of the school administrative leader. However, the qualitative data gathered from the interviews with building administrators showed they had a deeper understanding of why a child that shared their gender-type behaved the way they did. They also provided evidence that indicated that the administrators in the study were influenced by their own gender schemas when they determined when to assign an out-of-school suspension and when they explained why they felt punitive decisions were made.
John Gillham, Ed.D. (Advisor)
Jon Brasfield, Ph.D. (Committee Member)
Julie Noone, Ph.D. (Committee Member)
Nicole Williams, Ph.D. (Committee Member)
Education; Gender; Gender Studies

Recommended Citations

Citations

  • Pelz, M. J. (2018). Gender Disparities in Exclusionary Discipline in Grades 6-8: Study of Behavioral Expectations and Discipline Decisions for Students In Relation to Gender of Administrators [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1531947008013324

    APA Style (7th edition)

  • Pelz, Michelle. Gender Disparities in Exclusionary Discipline in Grades 6-8: Study of Behavioral Expectations and Discipline Decisions for Students In Relation to Gender of Administrators . 2018. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1531947008013324.

    MLA Style (8th edition)

  • Pelz, Michelle. "Gender Disparities in Exclusionary Discipline in Grades 6-8: Study of Behavioral Expectations and Discipline Decisions for Students In Relation to Gender of Administrators ." Doctoral dissertation, University of Findlay, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1531947008013324

    Chicago Manual of Style (17th edition)

findlay1531947008013324
449
© 2018, some rights reserved.Creative Commons License Gender Disparities in Exclusionary Discipline in Grades 6-8: Study of Behavioral Expectations and Discipline Decisions for Students In Relation to Gender of Administrators by Michelle J Pelz is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Findlay and OhioLINK.