Please use this identifier to cite or link to this item: https://knowledgecommons.lakeheadu.ca/handle/2453/5198
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dc.contributor.advisorWalton, Gerald-
dc.contributor.authorMcKenley, Bryana Leigh-
dc.date.accessioned2023-07-21T16:27:50Z-
dc.date.available2023-07-21T16:27:50Z-
dc.date.created2023-
dc.date.issued2023-
dc.identifier.urihttps://knowledgecommons.lakeheadu.ca/handle/2453/5198-
dc.description.abstractThis study explores the disproportionate discipline of Black Girls in Ontario’s K-12 publicly funded schools. The current literature exploring racially disproportionate discipline and the school-to-prison pipeline obscures the ways in which Black females and males experience this phenomenon together yet differently. Semi-structured narrative interviews were conducted with seven self-identified Black women who were able to provide retrospective reflections about their disciplinary experiences in school. Critical analysis of the data revealed inequitable disciplinary challenges for Black girls through educators’ lack of compassion, Black girls’ hypervisibility in their schools, and distorted self-perceptions regarding their voices. Immediate interventions are required to address specific disciplinary concerns for Black girls. This study concludes with recommendations offered by participants.en_US
dc.language.isoen_USen_US
dc.titleBlack girls and school disciplinary mechanismsen_US
dc.typeThesisen_US
etd.degree.nameMaster of Educationen_US
etd.degree.levelMasteren_US
etd.degree.disciplineEducationen_US
etd.degree.grantorLakehead Universityen_US
dc.contributor.committeememberRussell, Connie-
dc.contributor.committeememberOlutola, Sarah-
dc.contributor.committeememberDei, George-
Appears in Collections:Electronic Theses and Dissertations from 2009

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