School administrators' social dominance orientation and exclusionary disciplinary practices

Purpose Empirical research has established that exclusionary discipline is applied to Black students at a higher rate than White students for similar offenses, and that this disproportionality cannot be attributed to the severity or frequency of misconduct. This study draws upon social dominance theory (SDT), which examines how beliefs aligned to existing hierarchies perpetuate discrimination and oppression, to explore how administrators' anti-egalitarian beliefs and disciplinary practices are associated with the disproportionate application of exclusionary discipline towards Black students in a large urban school district. Design/methodology/approach Using survey data of high school principals and school discipline data, this study utilized a series of regression models to investigate the relationship between high school administrators regarding their anti-egalitarian attitudes and disciplinary practices to predict relationships with discipline disproportionality. Findings Results indicated that, after accounting for administrators' disciplinary practice beliefs, administrators' anti-egalitarian attitudes were positively associated with exclusionary discipline gaps, particularly for bullying and alcohol, tobacco and drug-related incidents. In the full models, preventative disciplinary beliefs were also positively associated with some exclusionary discipline gaps. Originality/value This study is the first to link principal beliefs in maintaining social hierarchies to exclusionary discipline practices. The study highlights the need for education systems to address discipline disproportionality as a systemic issue rooted in power dynamics and social hierarchies. By recognizing the role of school administrators in perpetuating inequities, educational institutions can implement strategies to promote equity and inclusion for Black students.