Date
2-7-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Mary Strickland
Keywords
disproportionality, implicit bias, Individuals with Disabilities Act, restorative practices, equitable discipline practices, exclusionary school discipline, secondary school leaders
Disciplines
Education
Recommended Citation
Hyman, Conteous Arlene, "Exploring the Lived Experiences of Secondary School Leaders Disciplining Black Students with Disabilities: A Transcendental Phenomenological Study" (2025). Doctoral Dissertations and Projects. 6488.
https://digitalcommons.liberty.edu/doctoral/6488
Abstract
The purpose of this transcendental phenomenological study was to describe the lived experiences of disciplining Black students with disabilities for school leaders at secondary schools in the southeastern region of the United States. The theory guiding this study was Glasser’s choice theory, as its sense of belonging may be resourceful for consideration by secondary school leaders during their disciplinary decision-making actions. The central research question for the study was: What are the lived experiences of secondary school leaders disciplining Black students with disabilities in a suburban district within the southeastern region of the United States? This qualitative study used convenience sampling to secure participants for individual semi-structured interviews, a focus group, and two journal prompts for data collection. The data analysis examined the results from individual semi-structured interviews, a focus group, and journal prompts using Moustakas’s multi-step multicyclic process. The results of this qualitative study of 10 secondary school leaders revealed thematic findings related to the themes of equity, relationships, and implicit biases associated with their lived experiences of disciplining Black students with disabilities.
