Degree Date

9-2022

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Lorrie Butler

Second Advisor

Dr. Carla Sparks

Abstract

ABSTRACT

American educators often view the Black girl as aggressive, defiant, and too challenging to educate, leading to disparities in disciplinary responses between the Black girl and her peers. This study aimed to examine the experiences of the Black girl in the K-12 system and to determine effective strategies teachers can use to establish productive educational relationships with the Black girl. The context of this inquiry was various states throughout the United States. In this study, I used a mixed method research design. Qualitative and quantitative data was collected through surveys. One group of participants were Black girls who are recent high school graduates. The other group of participants were teachers who had taught Black girls. I found a disconnect between the perspective of the Black girls and the teachers. I recommended a policy change that requires administrators to receive professional development and facilitative coaching each year so they will understand the unique needs of the Black girl in order to support their teachers. I also recommended that teachers of Black girls receive professional development each year. As part of my policy, teachers of Black girls will also be assigned a mentor to support them.

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