Congratulations to Merle Jackson who on Wednesday, August 20, 2025, successfully defended her dissertation proposal. The title of Merle’s dissertation is "CULTURALLY RESPONSIVE CLASSROOM MANAGEMENT AND RACIAL EQUITY IN SCHOOL DISCIPLINE."
Overview of Problem: African-American students face discrimination and biases during the school discipline process. According to the US Department of Education, African-American boys are suspended and expelled at proportions that were three times their enrollment (2022) and African-American girls are the only group across all race/ethnicities who disproportionately received suspensions and expulsions (U.S. Department of Education 2022).
Research Purpose: Using a conceptual framework grounded in Critical Pedagogy and Culturally Responsive Education, this study seeks to examine the implementation of culturally responsive classroom management in a K-5 elementary school with the goal of understanding the relationship between culturally responsive classroom management and racially equity in school discipline.
Research Design: A qualitative interpretive inquiry research design will be used for this study.
Sample: K-5 elementary school teachers in a Midwestern Urban public school district.
Data Collection and Analysis: Data will be collected using semi-structure interviews with teachers. Research field notes and school-based artifacts (i.e., schedules, curricular documents, professional development materials, classroom photos) will be used to provide additional context. Data will be analyzed using NVivo to identity themes and patterns.
Dissertation Committee Chair:
Dr. Nora C.R. Broege
Dissertation Committee Members:
Dr. Ken Mitchell
Dr. Nicole Joseph
Take Your Career to the Next Level
Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.
Learn to Inspire Change
The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.
