Language, Equity, and Power: A Critical Discourse Analysis of Student Conduct Policies at UNL

This study conducts a Critical Discourse Analysis of student conduct policies at the University of Nebraska-Lincoln from 1977 to 2003 to examine how language reflects and reinforces institutional power structures. Utilizing Critical Race Theory and Queer Theory, this research investigates how conduct policies have historically marginalized Students of Color, LGBTQ+ students, and those facing economic hardship. Through a deductive coding process, themes such as institutional control, surveillance, and punitive framing were identified across four decades of student handbooks. While there are moments where student rights and restorative justice are acknowledged, these are often overshadowed by dominant discourse that prioritizes compliance and institutional authority. Subtle shifts in language throughout the decades are existent yet ultimately serve to reenforce rather than disband administrative control. The findings affirm that institutional discourse, even when presented as neutral or procedural, continues to reflect broader societal norms and inequities. By examining how power is embedded in policy language, this study contributes to ongoing efforts to reimagine student conduct practices in ways that center equity and student agency within higher education. Advisor: Crystal E. Garcia