Perceptions of Black Male High School Disciplinary Experiences: A Phenomenological Descriptive Qualitative Study

Research is available which addresses Black males who have had issues with completing high school. Leading factors contributing to the problem may include poverty, lack of support, homelessness, judicial matters, violence, bullying, sexuality issues, and continuous school disciplinary infractions. Outcomes for Black males' disciplinary infractions are often in-school suspensions, out-of-school suspensions, and missed classroom instruction. As a result, students consider dropping out. The phenomenological descriptive qualitative study explored the perceptions of eight Black male public high school graduates and eight Black male non-graduates with a history of disciplinary infractions. The research questions explored Black male high school graduates' and non-graduates’ perceptions on disciplinary practices used in schools. Based on Black males' past high school disciplinary actions, participants provided suggestions for Black male graduates and non-graduates attending public school. The findings from the descriptive phenomenological study offered practical strategies to help Black males struggling in high school with behavior infractions, academics, biases, bullying, feeling unequal to others, lack of self-motivation, growing up fatherless, lack of community resources, and lack of a robust support system. Participants suggested students should be treated with dignity and respect, receive appropriate mentorship, have access to counseling, have proper family support, understand the value of self-worth, and maintain self-motivation. Additionally, school staff should remove stigmatizing barriers, teachers should establish relationships with students, and schools should provide restorative disciplinary practices that work