Colonization Continued: Disproportionate Discipline of American Indian Students in K–12 Schools

Co-authored the book chapter, Colonization Continued: The Disproportionate Punishment of American Indian Students in K–12 Schools, published in Reimagining School Discipline for the 21st-Century Student: Engaging Students, Practitioners, and Community Members. This scholarly work examines the historical and contemporary factors contributing to the disproportionate discipline of American Indian students in K–12 educational settings and explores how colonization, systemic inequities, institutional policies, and cultural misunderstandings continue to influence educational experiences and outcomes for Indigenous learners.The chapter analyzes patterns of exclusionary discipline and their impact on academic achievement, student engagement, educational attainment, social-emotional well-being, and long-term opportunities for Indigenous students. Drawing upon research, professional practice, and Indigenous perspectives, the work highlights the importance of culturally responsive leadership, educational equity, restorative approaches, community engagement, and inclusive school environments that recognize and build upon the strengths, identities, and cultural assets of Indigenous learners.The scholarship contributes to broader conversations regarding educational justice, school climate, student belonging, educational policy, culturally responsive practices, and the role of educators and leaders in addressing disparities that affect historically marginalized populations. The chapter advocates for transformative approaches to discipline that prioritize relationship-building, student empowerment, social-emotional learning, cultural responsiveness, and collaborative partnerships among schools, families, tribal communities, and community organizations.This publication informs my teaching, research, and service by strengthening my work in Indigenous education, educational leadership, educational equity, culturally responsive leadership, community-based participatory research, student success, and policy advocacy. The chapter reflects a commitment to advancing inclusive educational practices, reducing disparities, promoting social justice, supporting student well-being, and creating educational systems that honor Indigenous identities while providing equitable opportunities for all learners to succeed academically, socially, and professionally.