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Direct linkDeMatthews, David E.; Carey, Roderick L.; Olivarez, Arturo; Moussavi Saeedi, Kevin – Educational Administration Quarterly, 2017
Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The…
Descriptors: Principals, Administrator Attitudes, Discipline, Disproportionate Representation
DeMatthews, David E.; Serafini, Amy; Watson, Terri N. – Educational Administration Quarterly, 2021
Background: For over 50 years, special education has been used as a tool to maintain racial segregation, particularly in schools located in low-income communities of color. This study utilized tenets found in disability critical race theory (DisCrit) and inclusive school leadership literature to examine the perceptions, practices, and challenges…
Descriptors: Inclusion, Regular and Special Education Relationship, Principals, Administrator Attitudes
DeMatthews, David E. – Journal of Cases in Educational Leadership, 2016
Exclusionary discipline and the implementation of zero-tolerance policies are disproportionately used against African American students and other marginalized groups. This case involves an urban school district with historically high rates of suspension, a low-performing middle school, and a new principal seeking to create a more socially just…
Descriptors: African American Students, Zero Tolerance Policy, Discipline Policy, Racial Bias
