Unpacking Exclusion: A Narrative Literature Review And Discrete Analysis Of Preschool Suspension And Expulsion

This thesis explores exclusionary disciplinary practices in preschool settings, where children from marginalized groups, particularly racial minorities and those with disabilities, face a higher risk of suspension and expulsion. This thesis provides a qualitative overview and interpretation of existing literature, pointing trends and gaps in research and highlighting four main themes: (1) Navigating the layers of exclusionary practices: From policy to practice; (2) Exclusionary practices: An adult decision with complex consequences; (3) Exclusive education: Who is left out and why in early childhood settings; and (4) Resistance as a tool for inclusion. Through a Disability Critical Race Theory framework, this narrative literature review and analysis examines how the intersection of ableism and racism drives these disparities, often due to implicit biases that lead to misinterpretations of behavior. While research has addressed these risks separately, few studies consider how multiple marginalized identities, such as being both Black and disabled, compound the likelihood of exclusion. Findings highlight the need for inclusive policies that account for intersecting identities and aim to inform stakeholders about creating equitable early education environments.