There are still more black boys in the office: educators’ perspectives on racial discipline disparities after restorative justice implementation

This study examines how structural determinism, an element of critical race theory, influences teacher decision-making in school discipline, particularly within schools that do not report racial disparities in discipline data. Despite the implementation of less punitive discipline approaches, teachers’ decisions stem from or are limited by structural determinism. This qualitative study involved interviews with 12 teachers within one district to explore their perceptions of discipline through the lens of structural determinism. The findings indicate that teachers’ decisions are shaped by structural factors related to structural determinism, resulting in inconsistent discipline methods being used, maintaining racial disparities in school discipline even when restorative practices are implemented. One way this occurs may be through dishonest reporting of discipline incidents Additionally, culturally responsive training that includes contexts of sociopolitical oppression could be one way to shift practices. Another recommendation is that school discipline scholars should utilise a variety of methods in research and data collection. Ultimately, this study contributes to the understanding of how structural determinism perpetuates inequities in school discipline, highlighting the need for systemic change.