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<p>This qualitative study examines the experiences of Black male educators who challenge exclusionary discipline practices in K–12 schools. Grounded in Blues epistemology as a theoretical lens, the study centers the cultural knowledge, relational practices, and advocacy these educators employ to foster equitable and humanizing learning environments. Semi-structured interviews were conducted with nine participants representing diverse roles, school levels, and regional contexts. Findings indicate that Black male educators navigate discipline through identity-conscious, relational approaches that emphasize care, accountability, and student belonging. Themes of identity and advocacy, systemic constraint, and everyday acts of resistance emerged as central to their work. The study concludes with practice-oriented implications focused on supporting Black male educators and strengthening local, school-based discipline practices that move beyond punitive models.</p>

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Shaping School Discipline: Identity, Advocacy, and the Role of Black Male Educators in Challenging Exclusionary Practices

  • 期刊论文

  • 发表日期：

    2026年3月11日

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  • Richard Warren,
  • Rashad Anderson

摘要

This qualitative study examines the experiences of Black male educators who challenge exclusionary discipline practices in K–12 schools. Grounded in Blues epistemology as a theoretical lens, the study centers the cultural knowledge, relational practices, and advocacy these educators employ to foster equitable and humanizing learning environments. Semi-structured interviews were conducted with nine participants representing diverse roles, school levels, and regional contexts. Findings indicate that Black male educators navigate discipline through identity-conscious, relational approaches that emphasize care, accountability, and student belonging. Themes of identity and advocacy, systemic constraint, and everyday acts of resistance emerged as central to their work. The study concludes with practice-oriented implications focused on supporting Black male educators and strengthening local, school-based discipline practices that move beyond punitive models.