Award Date


Degree Type


Degree Name

Doctor of Education (EdD)


Educational Psychology, Leadership, and Higher Education

First Committee Member

Maria Roberts

Second Committee Member

Miguel Gonzales

Third Committee Member

Tiberio Garza

Fourth Committee Member

Samuel Scavella

Fifth Committee Member

Lawrence Mullen

Number of Pages



Throughout the United States and the world, public schools are becoming more culturally diverse. Therefore, teachers and school administrators need to build the foundation to clearly understand students and their families. In this study, three questions will be explored (1) How does professional development in cultural responsiveness affect teachers’ viewpoints in how they work with their Black elementary male students based on the CISA survey? (2) How are the number of Black elementary male students’ discipline incidents from the beginning of a school year changed after teachers receive culturally responsive professional development? (3) What will the CISA survey reveal on how Black elementary male students perceive their acceptance at school after their teachers complete professional development in cultural responsiveness? This study reveals that punishment set upon Black elementary school male students is disproportionately unfair in comparison to other student ethnic groups. The findings from this study suggest that implementing culturally responsive professional learning and restorative practices in students' formative school years may reduce racial disparity and prevent Black elementary male students from being suspended or expelled from school, while ultimately being an unnecessary statistic of the school-to-prison pipeline.


Color blind; Cultural Responsiveness; Disparity; Disproportionality; Elementary School; Professional development


Education | Educational Leadership

File Format


File Size

4200 KB

Degree Grantor

University of Nevada, Las Vegas




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