Perceptions of Black Male Alternative High School Students' Disciplinary Experiences A Qualitative Narrative Inquiry Study

Author

Rahmod Traylor

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Leadership & Policy Studies

Committee Chair

Dustin Hornbeck

Committee Member

Charisse Gulosino

Committee Member

Nikki Wright

Abstract

The current study examines how Black male students in alternative high school settings interpret and describe their disciplinary experiences and educational trajectories. Guided by Culturally Sustaining Pedagogy (CSP) as the theoretical framework and Narrative Inquiry as the methodological approach, the research investigates how cultural identity, systemic inequities, and school-based disciplinary practices intersect in shaping students’ academic pathways. The study addresses two central questions: (1) How do the educational experiences of Black males who graduated from alternative high schools differ from those who did not? (2) In what ways do culturally sustaining pedagogical practices inform or fail to inform these experiences? Data were collected through semi-structured interviews with six Black male participants between the ages of 18 and 30 who attended alternative high schools in the Mid-South region of the United States. Thematic analysis of the interview narratives revealed that participants experienced disciplinary policies as often exclusionary and culturally misaligned. Some participants described moments of affirmation and support, but most reported limited exposure to culturally relevant instruction or identity-affirming school environments. The findings suggest that when culturally sustaining practices are absent, alternative school settings may reinforce patterns of disengagement. When students encounter educators who validate their cultural backgrounds and offer consistent support, they are more likely to remain engaged and persist toward graduation. The study concludes by recommending the integration of culturally sustaining frameworks into policy and practice to address disparities in disciplinary outcomes and promote equity for Black male students in nontraditional educational contexts.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

Recommended Citation

Traylor, Rahmod, "Perceptions of Black Male Alternative High School Students' Disciplinary Experiences A Qualitative Narrative Inquiry Study" (2025). Electronic Theses and Dissertations. 3883.
https://digitalcommons.memphis.edu/etd/3883