Black Male Administrators and Their Experiences Disciplining Black Boys

Abstract

This qualitative study examined how Black male administrators approach the discipline of Black boys through the lens of historical institutionalism. This research explored how these administrators navigated institutional expectations while drawing on personal and professional experiences. Semi-structured interviews identified key influences on disciplinary decision-making, including relationship-building, family and societal influences, racialized stereotypes, critical junctures, and policy interpretation. Shaped by lived experiences with race and inequity, the administrators chose relational discipline over punitive measures. The historical institutionalism framework highlighted how Black male administrators work to disrupt inequitable outcomes for Black boys while operating in an institution where past exclusionary discipline policies continue to influence current school discipline. This study will contribute to educational leadership research by centering the voices of the Black male administrators in discussions focused on equitable discipline practices.