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 practicing school leader to explore how school leaders are often presented with complicated choices when it comes to making decisions that potentially send a student into the STPP trajectory. Due to the fact school leaders are rarely provided tangible solutions for disrupting the STPP, we provide recommendations for school leaders on how to disrupt the STPP.