Abstract
Purpose. The purpose of this study was to understand the lived experiences of African American males with regard to discipline and security in Southern California public schools. The researcher's goal was to explore the experiences of African American males who were subjected to enhanced security and exclusionary discipline in high school and to investigate how this impacted their educational experience. A phenomenological methodology was used to explore the phenomenon through the lens of critical race theory.Methodology. The design of the study was qualitative, and the phenomological approach research method was applied. The method explores the lived experience of participants around a certain phenomenon. To identify the lived experience of African American males with school discipline and security, participants responded to semistructured interview questions. The participants were all African American males who graduated from a comprehensive high school from 2014-2018.Findings. The study identified four common themes. Harassment of African American males by security, overuse of force by campus security and police, recurrent suspension, and the need for relationships between security and students. Students also experience negative feelings for school when they are not listened to or seen by security and school administration.Conclusions. The results of this research add to the literature the experience of African American students with the discipline office and school security. This study adds to this by exploring the experience of those most impacted, the student.Implications. The findings of this study will add to the field of education and school leadership by assisting school leadership in identifying systems and policies that encourage engagement with the school, rather than disillusionment. Students are more successful in school when they feel supported and engaged. This study added the voice that can directly impact the decisions of school leadership.Recommendations. Explore whether the African American females have the same shared experience as African American males. Further research should also examine the academic outcomes of African American males who have an adult mentor on campus.