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A PHENOMENOLOGICAL CASE STUDY OF FOUR BLACK MALES EXPOSED TO CUMULATIVE TRAUMA THAT ATTENDED A ‘NO EXCUSES’ CHARTER SCHOOL By Ramon Griffin A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of K-12 Educational Administration -- Doctor of Philosophy 2018 ABSTRACT A PHENOMENOLOGICAL CASE STUDY OF FOUR BLACK MALES EXPOSED TO CUMULATIVE TRAUMA THAT ATTENDED A ‘NO EXCUSES’ CHARTER SCHOOL By Ramon Griffin Zero tolerance discipline policies like ‘No Excuses’ have been scrupulously crafted, packaged and sold to low income people of color as the prescription for academic proficiency, social and emotional consciousness and career excellence by staunch urban education reformers. However, there has been heavy backlash regarding its efficacy from former ‘No Excuses’ school teachers, parents and educational researchers. Researchers contend that the policies are racist, discriminatory, harsh, ineffective, and closely linked to the prison pipeline. Ironically, many of the students who attend schools with strict zero tolerance discipline policies like ‘No Excuses’ happen to be young Black males who have faced or are facing an inordinate amount of cumulative trauma. Yet, few research studies exist questioning if the sophisticated discipline structure carries not only intellectual and ethnic identity related hazards, but psychological and emotional ones as well. These lines of inquiry are significant and urgent, especially for historically hyper-racialized and over criminalized populations like Black boys. Therefore, this manuscript is dedicated to examining how prolonged exposure to cumulative trauma impacts the ways in which Black males navigate schools that utilize ‘No Excuses’ discipline policies and whether that exposure inhibits or enhances their ability to achieve academically in school. First, I discuss my personal narrative and interdisciplinary career experiences that provide significant background for which this dissertation study emanated. After that, I critically analyze research on the history of zero tolerance discipline policies in K-12 schools, keeping in mind how administrators (e.g., deans of students, principals, superintendents) and government officials contribute to the formulation of legislation and implementation of these policies. Then, I contextualize the ‘No Excuses’ charter school culture by reviewing the literature from the perspectives of school discipline, student outcomes and long-standing media debates, mostly from highly regarded charter management organizations (CMOs), like Knowledge is Power Program (KIPP). Next, I discuss the varied effects of cumulative trauma on Black males and how ‘No Excuses’ school cultures might unconsciously trigger and exacerbate some symptoms of trauma, consequently stymieing normal adolescent development. Afterwards, I detail why qualitative research and specifically, a phenomenological case study method helped me to sustain the integrity of the participants’ sensitive data (Glesne, 2011), and uphold the individual insight of participants as it related to the phenomenon of cumulative trauma and not a regurgitated account from a divergent perspective (Smith & Osborn, 2007). The case study approach provided me ample space to inspect the cumulative trauma phenomenon through various lenses. Once I thoroughly explain the methodologies that undergird this very sensitive study, I critically highlight Black males’ perceptions of traumas and stressors, ‘No Excuses’ school culture and discipline, and whether the ‘No Excuses’ environment prepared them for college careers and successful lives. I also conduct a cross case analysis and break the findings into five emergent themes: (a) adaptation, comprehension and exposure to trauma, (b) preparation for prison, (c) triggers, identities and masculinities, (d) shell shocked, and (e) posterity. Last, I proffer a discussion of the key findings and how they contribute to various bodies of literature and provide recommendations and implications for both policy and practice in rethinking ‘No Excuses’ discipline policies. Copyright by RAMON GRIFFIN 2018 This dissertation is dedicated to my older brother, Ajohnte Jamal “Tay” Griffin, who tragically lost his life on February 10, 2017 (located in Appendix L). It is also dedicated to those individuals who have endured cumulative trauma throughout their lifespan as well as those who suffer silently. To the perseverant young men who entrusted me with their stories, I will never forget you. Your courage and fortitude enlightened me and gave me strength. Thank you for allowing me to share your stories with the world. I appreciate all of you for being vulnerable and paving the way for more individuals to share their personal narratives. Always forward, Never backwards! As a Spartan, I would like to dedicate this literary work to the heroic survivors of sexual assault and sexual abuse at MSU as well as in the Greater Lansing, MI community. I write this work in your honor and to create consciousness regarding your plight. Lastly, I want to devote this dissertation to my former students (located in Appendix M), both those who have lost their lives tragically (Edward, Kentrell, George, Skye, Kayla, Shane, Sheldon) and those who are still hustling notwithstanding the daunting odds and circumstances they face. Mr. Griffin loves you. v ACKNOWLEDGEMENTS First and foremost, I would like to acknowledge my parents who have supported me to the best of their abilities throughout this process of becoming, not just as a scholar, but as a Black man. Both of you, instilled in me a passion that is unmatched, a grind that is unparalleled, a love of learning that is contagious and a competitive spirit that will never die. You are everything that I am and more. I love you to life. I owe you my life. Thank you, Johnny Griffin Sr. and Kimberly Griffin. I would like to say thank you to all of my siblings for showing your love, affection and consideration in the dialects that you were fluent in. Your individual stories and journeys are remarkable in their own unique ways and I hope that you will bless the world through your testimonies someday. You are always in my thoughts as I navigate this world and I thank God to be able to call each one of you a sibling no matter how close or distant we may be. I love you Ajohnte’, C’Andre, Kinisha, Zach, Amber and Johnny Jr. I would also like to show tremendous gratitude to my Michigan State University family and community. Thank you for nurturing my ideas, pushing back on my personal ideologies and making me ruminate every single position I held. Thank you for the numerous funding allowances as well as the many opportunities to represent Michigan State University (MSU), both nationally and internationally at AERA, UCEA, NERA and FEGU. The incredible experiences I had representing MSU as the AERA Graduate Student Program Chair, AERA Connect Series Co-Chair and AERA Newsletter Chair meant the world to me. Thank for recognizing me, affirming me and allowing me to “be” during my time at MSU. I have grown more than I have ever grown at any point in my life during my time at MSU and that is saying a great deal considering the life that I have lived up to this point. You all have challenged me in vi your own individual ways and provided ample support to me and my family when tragedy struck. I cannot begin to count the ways that you contributed to my success. I am forever grateful. Specifically, I would like to thank Drs. Marilyn Amey, Sonya Gunnings-Moton, and Marini Lee for their unwavering support as well as all of the administrative staff in the College of Education. Your generosity and thoughtfulness will never be forgotten. To Brother Dagbovie, I want to say that I admire and look up to you more than you know. Thank you for always opening your door to discuss fellowship opportunities, opportunities for overall growth and life as a Black man on Michigan State’s campus. Your insight, advice and perspectives were always on point and just what I needed to hear. The financial support you offered to me at various points in my MSU career allowed me regain my sense of self and purpose during a very difficult period. Thank you for believing in me good brother. I hope I made you proud. To my students in the Urban Educators Cohort Program (UECP), thank you for allowing me to be your mentor, adviser and friend. The experiences that we had together solidified my decision to attend graduate school and I enjoyed every minute of our time. I believe in you more than know and I know that you will do amazing things in this world. Keep fighting the good fight and never forget the spirit of service! (Tim, Jonathan, Damarco, Evan, Victor, Kerontae, Keir, TJ) I would like to thank my guidance committee and dissertation committee for agreeing to support my project, but also for their patience, wisdom and divergent perspectives. The critical knowledges and expertise that each one of them brought to my dissertation project cannot be duplicated and saying thank you does not do their contributions justice. To Kristy Cooper-Stein, vii Terry Flennaugh, Francisco Villarruel, Sheryl Kubiak and Laura Apol, I want to say you are everything. I appreciate you more than you know. To my friends and loved ones who have supported my journey from day one, I want to thank you for your patience and understanding when I needed to study and could not kick it, for your concern and prayers when you did not hear from me for too long, for your well-wishes and congratulations throughout each milestone during this doctoral journey and ultimately, for just being you. The phone calls, text messages, emails, laughs, trips, conferences, and opportunities to fellowship are one of the many reasons why I have succeeded. Thank you for loving me and challenging me about my outlooks and inlooks, both personally and professionally. Thank you for keeping me sharp when I could have drifted.

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