Journal of K-12 Educational Research 53 overturned for students of another race due to the students’ lack of behavior incidents. Table 1 shows a comparison of discipline behaviors for Black males and Black females. One interesting theme that emerged during the data analysis was the difference in the discipline behaviors of Black males of African descent and Black females of African descent. These students were described as being a different type of “Black” described as true African or students who have come over from Nigeria and Ethiopia as opposed to African Americans who were raised in America and their parents are American. Both were seen as having different behaviors, mannerisms, strong family structures, and values. They are also well disciplined. Black females of African descent were viewed as meek and more submissive. The assistant principals attributed the root causes of the discipline with Black males and Black females to the following: • frustrations at home, • values and expectations taught outside of school, • student and teacher behaviors, • parent and home environment, and • a Black student’s social class or status. In contrast, the current study found that the assistant principals’ personal beliefs about race and gender, individual experiences, various roles and responsibilities, and implementation of discipline policies and procedures impact discipline decisions. Table 2 provides the assistant principals’ responses for factors affecting discipline Implications Although there is extensive literature on racial disparities in discipline, there remains a gap in the literature on procedures and policies with regard to discipline decisions at the school building level and the impact of race on those decisions. The current study shows that the responsibilities and various roles placed on assistant principals’ have a major impact on their decision to suspend Black males and Black females. The current study also highlights assistant principals’ personal beliefs, experiences, and selfreflection of Race and Gender are the major components for discipline decisions. The results support that micro level processes primarily instituted at the school building level greatly impact the disproportionate number of Black males and Black females being excluded from the educational setting. Table 2. Assistant Principals’ Responses for Factors Affecting the Discipline of Black Students Factors Affecting Discipline AP1 AP2 AP3 AP4 AP5 AP6 AP7 AP8 AP9 Total X X X 3 X 1 X 1 X 1 X X 2 X 1 Frustration about something that happening at home Lack of the ability to interact socially with others Mean Demeanor or Personality Socioeconomic Status The values and expectations a student brings to school Fears concerning Safety
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