LMU/LLS Theses and Dissertations Summer July 2015 Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals Patricia Ray Loyola Marymount University,
[email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/etd Part of the Education Commons Recommended Citation Ray, Patricia, "Defining Defiance: African-American Middle School Students’erspectiv P e on the Impact of Teachers’ Disciplinary Referrals" (2015). LMU/LLS Theses and Dissertations. 182. https://digitalcommons.lmu.edu/etd/182 This Dissertation is brought to you for free and open access by Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in LMU/LLS Theses and Dissertations by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact
[email protected]. LOYOLA MARYMOUNT UNIVERSITY Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals by Patricia Ray A dissertation presented to the Faculty of the School of Education, Loyola Marymount University, in partial satisfaction of the requirements for the degree Doctor of Education 2015 i Defining Defiance: African-American Middle School Students’ Perspective on the Impact of Teachers’ Disciplinary Referrals Copyright © 2015 by Patricia Ray ii iii ACKNOWLEDGMENTS While my name is listed as the sole author of this study, it was by no means a solitary endeavor. I would like to express my deep appreciation to all those who supported and encouraged me on this journey. First and foremost, I would like to thank my participants, 11 young African-American boys who trusted me, confided in me, and answered my questions with grace, humor, and honesty.