Assistant Principals as Social Justice Leaders Closing the Racial Gap from Exclusionary Discipline Practices
Open Access DepositedAbstract of Dissertation Assistant Principals as Social Justice Leaders Closing the Racial Gap from Exclusionary Discipline Practices Exclusionary discipline practices disproportionately affect students of color, reinforcing systemic inequities in K-12 schools. As key decision makers, assistant principals (APs) play a crucial yet understudied role in addressing these disparities. Despite increasing focus on social justice leadership, little research has explored how APs interpret and challenge exclusionary discipline policies. This qualitative study examined how APs develop social justice leadership, make disciplinary decisions, and implement equity-driven strategies in urban Title I schools. Semi-structured interviews with 20 APs across 17 districts revealed how personal experiences, professional learning, and reflection shaped their leadership. Rooted in sensemaking, social justice, and transformative leadership theories, the study highlights systemic inequities, teacher bias, and cultural competence gaps contributing to discipline disparities. Findings show APs employ restorative practices, cultural competency training, and policy advocacy to address these challenges. A revised conceptual framework connects leadership theories, offering a roadmap for reform. Implications include integrating social justice training into AP preparation, conducting equity audits, and prioritizing restorative practices over exclusionary discipline to foster inclusive schools.
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