Abstract
This article explores and compares the role of principals in predominantly African American urban middle schools with suspension rates. This study compares how principals in schools with low and high suspension rates differ in addressing disciplinary challenges. The selection of the principals was based on a purposeful sampling technique. Data were collected through observations, interviews, and document analysis. The findings indicate several factors contributing to lower suspension rates including high parental involvement, structured environment, schoolwide discipline programs, and mutual respect among students and teachers. Contrarily, schools with high suspension rates have ineffective use of these attributes.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
