Graduation Year

2025

Document Type

Dissertation

Degree

Ed.D.

Degree Name

Doctor of Education (Ed.D.)

Degree Granting Department

Language, Literacy, ED.D., Exceptional Education, and Physical Education

Major Professor

Brenda L. Walker, Ph.D., J.D.

Committee Member

Sophia Han, Ph.D.

Committee Member

Deirdre Cobb Roberts, Ph.D.

Committee Member

Aisha Durham, Ph.D.

Keywords

Advocacy, Black Motherhood, Emotional Well-Being, Family Narratives, Institutional Racism, Policy Impact

Abstract

This autoethnographic research examines the personal and professional journey of advocating against preschool suspensions and expulsions through the lens of a Black mother. Titled He’s The Kid That No One Wanted: An Autoethnographic Examination of Preschool Suspensions and Expulsions from a Mother’s Lens, " it dives into the complicated challenges faced while confronting exclusionary disciplinary practices in early childhood education. This research aims to illuminate the societal and institutional roadblocks encountered when navigating systems of power and to explore the impact of these challenges on both personal identity and professional advocacy. Using a blend of social media artifacts and memory work, this study investigates how the intersectionality of race, motherhood, and advocacy shapes the lived experience of challenging the disciplinary policies that disproportionately affect young Black children.

The theoretical frameworks that guide this study are Bronfenbrenner's Ecological Systems Theory, which provides insight into the various layers of influence on a child’s development, and Black Feminist Thought, which foregrounds Black women's lived experiences and epistemologies. These frameworks serve as a lens to analyze the tensions between institutional practices and the profound personal act of advocating for a child's emotional well-being.

Through examining critical events and reflective processes, this research addresses three core questions: (1) How have my son's preschool disciplinary experiences shaped my identity as a scholarly practitioner and mother advocate, as reflected through social media artifacts and memory work? (2.) How have my lived experiences as a Black mother influenced my approach to advocating for my son's emotional well-being in the context of preschool suspension and expulsion, particularly through critical events and reflections on past experiences? (3.) How do my personal perceptions and cultural insights as a Black mother shape my understanding of preschool expulsions, as explored through memory work and the examination of critical events in my advocacy journey?

This study contributes to the fields of early childhood education and Black Feminist studies by highlighting the intersection of institutional power dynamics, race, and gender in the discipline of young children. The findings intend to raise awareness about the destructive impact of exclusionary practices and advocate for sustainable, culturally responsive practices that prioritize the emotional wellness and developmental needs of all children, particularly those from marginalized communities. The research has significant implications for educators, policymakers, and practitioners working to create a more equitable and inclusive educational environment.

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