Organizational change around diversity and inclusion does not occur rapidly in higher education. As institutions strive to deliver on their espoused goals, values, and mission to reflect the social and cultural demographics representative of the state, society, and world, many argue the importance of strategic diversity plans. While recruitment and retention initiatives for faculty, staff, and students remain a priority for institutions, it is becoming increasingly evident, particularly for the public good and sustainability, that diversity plans evidence progress and success. The chief diversity officer often leads these organizational change efforts. This paper is a case study of a public research-intensive university's successes and challenges with institutionalization of a diversity plan, including implications for effecting change in the campus organizational culture.

There are racial/ethnic disparities associated with school punishment practices and academic progress. In addition, research suggests that urban schools have stricter school punishment practices and higher grade retention rates. What remains unknown, however, is the relationship between race/ethnicity, school punishment practices, and retention rates across urban, rural, and suburban schools. Thus, this study draws from the Texas Education Agency’s Public Education Information Management System and Critical Race Theory to investigate if there is link between school punishment practices and academic progress, as well as establishing if there are racial/ethnic disparities in urban, rural, and suburban contexts.

There are racial and ethnic disparities associated with school discipline practices and juvenile justice contact. In addition, research suggests that stricter school discipline practices and disproportionate minority contact for minority youth are relatively more prevalent in urban areas. What remains unknown, however, is the relationship between race and ethnicity, school discipline practices, and juvenile justice referrals across urban, rural, and suburban schools. Therefore, this study draws from the Texas Education Agency's Public Education Information Management System to investigate the relationship between school discipline practices and juvenile justice contact with a focus on racial and ethnic disparities in urban, rural, and suburban schools. Findings indicate that both stringent and lenient school discipline practices have effects on juvenile justice referrals as well as racial and ethnic disparities across distinct school locations; however, there are important and distinctive nuances that are presented and examined.

There are racial and ethnic disparities associated with school discipline practices and pushout rates. In addition, research suggests that urban schools have stricter school discipline practices and higher pushout rates. What remains unknown, however, is the relationship between racial and ethnic inequality, school discipline practices, and pushout rates across urban, rural, and suburban schools. Therefore, this study draws from the Texas Education Agency’s (TEA) Public Education Information Management System (PEIMS) to address two questions about the relationship between racial and ethnic inequality, school punishment practices, and academic progress that remain unanswered by the previous literature. First, is the relationship between stringent or lenient discipline practices and pushout rates similar in urban, rural, and suburban school contexts? Second, is the relationship between stringent or lenient discipline practices in urban, rural, and suburban contexts associated with racial and ethnic differences in pushout rates? This study seeks to contribute to racial and ethnic educational inequality research by investigating if there is a relationship between school discipline practices and pushout rates and establishing if there are racial and ethnic differences in urban, rural, and suburban contexts. Findings indicate that there are significant racial and ethnic disparities in pushout rates across all school contexts, particularly for Black/African American and Latina/o American students. Findings indicate that both stringent and lenient school punishment practices have effects on pushout rates; however, there are important and distinctive nuances that are presented and examined.

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