Using Double Consciousness as an Analytic Tool to Discuss the Decision Making of Black School Leaders in Disrupting the School-to-Prison Pipeline

Abstract

Given that Black students are more likely to be suspended from school than their White counterparts, researchers, educators, policymakers, activists, and parents have forced national attention onto the need to disrupt the school-to-prison pipeline (STPP). A perspective that needs to be further explored is that of district and school leaders who have the challenge of making leadership decisions that influence the STPP. In this article, we take the position that district and school leaders must be provided tangible solutions to dismantle the STPP for Black students. Thus, we use Du Bois’ (1903) notion of double consciousness as a conceptual lens to examine the STPP and the dilemma Black school leaders face in dealing with disciplinary infractions. We then present a case from the second author’s experience as a Ramon B. Goings, Sheree N. Alexander, Julius Davis, & Nicole McZeal Walters Taboo, Fall 2018 Ramon B. Goings is an assistant professor of educational leadership in the School of Education at Loyola University Maryland, Baltimore, Maryland. Sheree N. Alexander is a P-12 school administrator and adjunct professor of Afriana Studies at Rowan University, Glassboro, New Jersey. Julius Davis is an associate professor of mathematics education in the Department of Teaching, Learning, and Professional Development of the College of Education at Bowie State University, Bowie, Maryland. Nicole McZeal Walters is an assistant professor and associate dean of graduate programs in the School of Education and Human Services at the University of St. Thomas-Houston, Houston, Texas. Their e-mail addresses are: rbgoings@loyola.edu, s.alexander2004@verizon.net, jldavis@bowiestate.edu, &