South Carolina Discipline Policies as a Source of Racial Inequity.

This article critically examines how school discipline policies in South Carolina contribute to the overrepresentation of Black students in exclusionary discipline, using Critical Race Theory (CRT) and Critical Policy Analysis (CPA) frameworks. Analyzing 75 district policies alongside state guidelines, the study identifies three key themes: tight coupling between state and district policies limiting local innovation; the prevalence of open-ended and subjective language that grants educators broad discretion often grounded in "White logic"; and reliance on assumptions that decontextualize student behavior and equate diverse infractions, reinforcing racialized disciplinary outcomes. The findings highlight how these policies, devoid of explicit attention to race or culturally responsive practices, perpetuate racial disparities and criminalize Black students, especially amid political climates hostile to diversity, equity, and inclusion (DEI) efforts. The authors recommend culturally responsive approaches and policy reforms that prioritize student well-being over control to address systemic inequities in school discipline.