Chapter 4: The Influence of Administrative Leadership on Racial Disparities in School Discipline: A Closer Look at White Male Principals

A long history of research has firmly established that African American students in urban schools are disciplined more often and more harshly than their White peers. In identifying the determinants of disciplinary dis-proportionality, studies have demonstrated that the perspectives of school administration are one of the strongest predictors of racial disparities in school discipline. While this finding has been well-substantiated by empirical research; few studies have offered an explanatory framework for thinking about principal perspectives and inequitable school discipline. Even fewer have examined suburban school contexts, which contain disproportionately high numbers of White principals. The purpose of this chapter is to draw theoretical connections between principals’ disciplinary philosophies and the occurrence of punitive, racially disproportionate discipline outcomes. A theory building methodology, side-by-side theory integration which combines racial/group threat theory and the benign neglect hypothesis is used to interpret the impact of White, male principals’ perspectives about discipline on the frequency and severity of school punishment experienced by Black male students in suburban schools. It is anticipated that this chapter will increase understanding of what is needed to reduce school suspensions within this specific schooling context. Recommendations for practice, policy, and research are offered to guide educational stakeholders to this expected end.