Exclusionary Discipline: Urban Elementary School Teachers' Perceptions of African American Students' Behaviors

School suspension and expulsion are not limited to middle and high school students; these exclusionary approaches to discipline begin in early childhood settings such as elementary schools. Most studies regarding exclusionary discipline have been conducted on the middle and high school level, but there are very limited studies regarding exclusionary discipline in early childhood or elementary school level. African American elementary school students are disproportionately represented in multiple school suspensions. Although the majority of school suspensions were not due to violent school crimes, but for discretionary offenses, zero tolerance policies have substantially contributed to students being suspended or expelled for trivial infractions. The purpose of this study was to use qualitative research to investigate New York City's public elementary school teachers' perceptions of African American students' behaviors, and how teachers would describe effective behavior intervention approaches for African American students. Data were collected through the use of interviews and journal prompts completed by teachers during the fall of 2021. Results from this study showed that African American students were perceived by the teacher participants as having similar behaviors to other children of various racial and ethnic groups, and needed effective behavior intervention approaches that addressed mental health counseling, extra-curricular and movement activities, preventative measures to discipline, and culturally responsive education. The results obtained from this study may inform educators and policymakers of social justice alternatives to exclusionary discipline. Further studies are needed to examine the "sit still culture" and the role of movement activities and kinesthetic learning modalities as behavioral intervention approaches to lessen disruptive behaviors and curb punitive exclusionary practices, as well as the effects of social justice alternatives to exclusionary discipline as a support system for black students post COVID-19. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]